情感语言教学——英语作为外语的人本主义教学法研究-affective language teaching - a study of humanistic teaching method of english as a foreign language.docxVIP

AFFECTIVEAFFECTIVE LANGUAGE TEACHINGA Humanistic Approach to Teaching English as A Foreign Language PAGE PAGE 1Acknowledgements“Rome wasn’ t built in a day, no r was it built by one person. ” This paper could never have been accomplished without the invaluable help and support from those who are acknowledged in the following.I wish to thank my supervisor, Professor Cheng Xing-Hua, for his expert guidance, insightful comments, continued encouragement and patience which inspired me through the whole process of the study.My special gratefulness would be paid to Professor Cai Long-Quan for his kindness, encouragement, guidance and help throughout the whole MA course.I wish to express my gratitude to Professor Ye Hua-Nian, Professor Deng Ming-De, Professor Su Cheng-Zhi, Professor Tan Wei-Guo, and Professor Zhou Zong-Jie.I would also like to acknowledge my sincere appreciation to my classmates whohave made the class a home from home.I owe much to my husband and daughter for their love, understanding, support and patience which have given me a lot of strength to complete this study.I wish to thank the leaders of Chuxiong Normal University and my colleagues in the Department of English for their continued encouragement and friendship, which make my work on this MA course helpful.AbstractThis paper first lays out the background, the rationale and significance of the study. The history of language teaching is briefly looked at and some perspectives of language teaching approaches are reviewed. The salient features of the audio- lingual method and communicative language teaching are discussed. ELT in China has long been influenced by traditional educational concepts and traditional teaching methods. As a result, research dwells on ‘ how’ to teach and ‘ what’ to teach, and teaching is still ‘ teacher-centered’ . To uncover the causes resulting from this inefficiency, we must turn our attention to the study of learner-centeredness and learner’ s non- intellectual factors. ‘ Le