On the affective factors in English teaching in secondary schools the impact of.docVIP

 PAGE \* MERGEFORMAT 33 On the affective factors in English teaching in secondary schools the impact of Introduction: With the concept of updating the entire education, foreign language teaching and research focus turned to the students by teachers. As a subject of teaching and learning activities every student wants to learn English, hoping that their English language learning is efficient. But in actual learning process, students learn there are high and low efficiency, in addition to the basis of good or bad, to learn do not work hard, there are more fundamental reasons, it is learning strategy. The so-called learning strategy refers to a more effective use of foreign language learning and things made in the various options and take a variety of strategies. Effective use of learning strategies, will not only help students to enhance the learning consciousness, purpose, improve learning efficiency. But also help students to develop self-learning ability. The new “English Course Standards” in the curriculum goals of increased emotional strategies and cultural requirements. This shows that English language learning strategy, the importance of affective strategies. Liu Bin Xiaoping once said: “Education is full of emotion, full of love cause, there is no emotional education is pale education, knowledge and education alone can not create a new generation of four virtues.” So heavy cognitive, affective education in light is not conducive to overall development of students, but also runs counter to the orientation of curriculum reform in the new century will ultimately not conducive to the acquisition and mastery of knowledge. First, the concept of learning strategies in the overall situation of emotional (A), learning strategies used by the general situation and its significance Since the age of 70 since the 20th century, many Western psychologists and applied linguists started to pay attention learner’s individual differenc