影响初中生英语习得情感要素之调查研究 .docVIP

　　影响初中生英语习得情感要素之调查研究----初中英语教学论文 --Chapter 1 Introduction 1.1Research Background 随着时代的发展，中国教育的改革，提高教育的全面发展，大部分教师都在寻求恰当的教学方法，有效地提高中学英语教学。因此，出现情感教学方法。情感教学被检定支付越来越多的关注。但是，并非所有的英语教师重视的情感教学，初中教学起着重要的作用。传统上，语文教师的主要任务是传授语言知识，培养各种技能，并发展学生的智力。教师往往忽视情感因素的重要性。因此，学生没有得到他们的发展，在情感教育。相反，他们常常表现出许多负面情绪，如紧张，焦虑，恐惧的英语学习。这些消极的运动妨碍学生身心和谐发展。otivation concerns the direction and significance of human behavior, that is: 1) the choice of aparticular action; 2) the effort expanded on it; and 3) the persistence ost importantfactors in affection and Second Language Acquisition (SLA). Most people agree that learning is most likelyto occur otivated to learn (s Burden, 1997). Personality is one of the mostimportant sets of affect variables relevant to success in second language 2 learning. In the eyes of manyforeign language teachers, the personality of their students constitutes a major factor contributing to successor failure in language learning. Learners also consider personality factors to be important (Rod Ellis1994:517). One of the most influential definitions of attitude is provided by Allport (1935), ental and neural state of readiness, organized through experience, exerting a directive ordynamic influence on the individual’s response to all objects and situations wit --h ind uli. Attitude also plays a very important role in language learning, as it mayinfluence students’ success or failure in their learning. Baker (1992) claims that successful learners tend to acquire positive attitudes toic nervous system.any students have lots of negative emotion and lack self-confidence in their foreign languagelearning. Although many studies in the field of affective factors have been carried out, they are fragmentary,not systematic in our country. And little research focuses on junior middle schools. This thesis’s aim is tostudy the affective factors of higher-points learners and loiddle schools andfind the problems and give some efficient suggestions to improve the learners’ English learning. This