Emotional Factors in College English Teaching.docVIP

Emotional Factors in College English Teaching Higher vocational education in China developed rapidly in recent years, though, but the community’s awareness and recognition of higher vocational education level is still not high, many students and parents despise, neglect of higher vocational education, and some even believe that the poor performance may have no way of Vocational read only. These factors led to higher vocational institutions in the admission admission, when scores of zoned very low, basically to study the students can come. Compared with ordinary students, vocational students to learn psychology there is significant difference. Vocational students to exam failure on the majority, the majority of academic performance fair or poor, strong inferiority complex, some students into vocational schools out of frustration gate. Many students lack of clear goals, lack of learning motivation, self-confidence is not strong, interest is not strong, the attitude is not correct. For vocational students from low and uneven levels of the characteristics, if neglected the role of emotional factors, in the process of learning English will encounter a wide variety of problems, thus preventing the effect of learning English. I After many years of classroom observation and practice experience, emotional factors in the vocational teaching and learning process has not been given due recognition, specifically in the following aspects. A classroom structure design reasonable, informed is seriously out of It has been observed, re-known phenomenon of light conditions prevalent in the current school education. While the English teachers wish to use emotion to enhance teaching effectiveness, but teachers rarely put into practice. According to statistics, English teachers spent on words, text and grammar of the time to explain the share is still relatively large. Students in English class little too much time speaking English. Although teachers are realizing the importance o