英语教学法方向北语范文

1、学 位 论 文英文论文题目：Emotional Strategies for Foreign Language Teaching中文论文题目：情感策略在外语教学中的运用姓 名： 宋菲菲 学 号： 学习中心： 山西忻州商校奥鹏中心 专 业： 英语 （商务方向） 指导教师： 赵常玲 二 年 月毕业论文承诺书提示：根据北京语言大学网络教育学院论文写作的规定，如发现论文有抄袭、网上下载、请人代写等情况，毕业论文一律不及格。同时取消学士学位申请资格。毕业论文不及格者，可申请重写一次，并按重修缴纳费用。本人承诺：本人已经了解北京语言大学的毕业论文写作的有关规定；本人的论文是在指导教师指导下独立完成的研究成

2、果。整篇论文除了文中已注明出处或引用的内容外，绝没有侵犯他人知识产权。对本论文所涉及的研究工作做出贡献的个人和集体，均已在文中以明确方式注明。签 名：_宋菲菲_ 日 期：2011.1.15._北京语言大学本科生毕业论文评阅书论文题目学生姓名学 号所在院系专 业国 籍（留学生）指导教师指导教师意见评语： 成绩：指导教师签字： 日期： 年 月 日评阅人意见评语：成绩：评阅人签字： 日期： 年 月 日 教务处制北京语言大学 本科生毕业论文指导记录表论文题目学生姓名国籍（留学生）所在院系专 业入学时间指导教师姓名指导教师职称/学历指导时间指导地点 第一次指导：指导方式：（请选择） 面谈 电话 电子邮件

3、指导教师签字： 日期： 年 月 日第二次指导：指导方式：（请选择） 面谈 电话 电子邮件指导教师签字： 日期： 年 月 日第三次指导：指导方式：（请选择） 面谈 电话 电子邮件指导教师签字： 日期： 年 月 日第四次指导：指导方式：（请选择） 面谈 电话 电子邮件指导教师签字： 日期： 年 月 日第五次指导：指导方式：（请选择） 面谈 电话 电子邮件指导教师签字： 日期： 年 月 日 教务处制北京语言大学本科生毕业论文答辩记录表论文题目学生姓名学 号所在院系专 业国籍（留学生）答辩时间答辩地点指导教师答辩记录答辩小组成员成员姓名职称/学历专业研究领域所在单位签 名答辩小组评议意见/成绩：组长签

4、字： 院（系）学位委员会审核意见： 签字： 日期： 年 月 日 教务处制 Outline:1.Introduction2.Emotion and emotional functions2.1 Emotion2.2 Emotional functions2.3 Some theories about emotions3.Emotion and foreign language teaching 3.1 The emotional functions of language 3.2 The effects of emotional attitudes to language learning 3.

5、3 The emotional influences to individual cognitive activities 3.4 The primary characteristics of self-learning about emotion 4.Emotional strategies for foreign language teachingTo emote with the students for establishing correct outlook on education.To arouse students enthusiasm and initiative for l

6、anguange learning To enhance students self-confidence and overcome the difficult willpower.4.4 Some Ways of Arousing and Keeping Students Interest of Learning English5.Conlusion Abstract In recent years, more and more scholars focused their teaching research on the student-centered mode instead of t

7、he traditional teaching method: teacher-centered mode. They stressed the language learners psychological process in learning language, study the effect of the emotional factors in English learning. In this paper, the author did some researches on how to cultivate the learners emotional strategy posi

8、tively in learning English to help the learners regulate their psychology and emotion, overcome different emotional blocks appeared in the learning process, enhance their motivation and confidence in language learning and exploit their potentialities. The authors idea is that it is necessary for the

9、 teachers to implement the emotional teaching method in the English classroom. 摘 要近几年，越来越多的学者关注的不是传统的以学生为中心的教学模式研究：以教师为中心的模式。他们强调在学习语言的语言学习者的心理过程，研究在英语学习的情感因素的影响。在本文中，笔者做了一些关于如何培养学习英语，帮助学生调节自己的心理和情绪，克服情绪上的障碍，在不同的学习过程中出现，增强语言的学习动机和信心学习者的积极情感策略研究并利用自己的潜力。笔者的想法是，有必要对教师实施英语课堂中的情感教学方法。Key words: Emotion;

10、 Emotional strategies; Foreign language teaching 关键词：情感 情绪的策略 外语教学 Emotional Strategies for Foreign Language Teaching1.IntroductionIt is well known, the traditional teaching methods in our country is to take the teacher as a center in classroom.However, the researcher discovered in recent years that

11、 the learners emotion factor plays the very important role in the process of learning English.The emotion manner is the perfect personality necessary quality, and it is one of new foreign language teaching reform goals, conforms to the modern education idea, it has realistic and the profound signifi

12、cance.2.Emotion and emotional functions2.1 EmotionEmotion refers to learners in the learning process emotions, feelings, emotions, attitudes, etc. It includes positive emotions, such as: interest, self-esteem, self-confidence, strong motivation, pleasant, surprise, Negative emotions, such as anxiety

13、, fear, shy, anger, frustration, doubt, disgust, etc. Emotions have sanity, sociality, and changeability features. Sanity refers to human in intelligence activities of emotional experience, such as students seeking knowledge desire, and had discovered a new or solved the difficult problems of inquir

14、y after learning psychology, Social refers to human emotions often restricted by social scene, social environment directly affects people study or life mood; Volatility refers to the scene easily makes peoples emotion produce change. The American language education experts Krashen in affective filte

15、r in learning, puts forward, learners to language materials of input and not all absorption, learners motivation, learning language attitude, self-confidence, worried degree and so on various psychological factors on language input have screening. He put forward all language input only through the e

16、motional filter can achieve language acquisition mechanism, and into the brain of absorption. Contemporary American humanism is the representative figure of Carl Rogers advocate respect and development of personality. he advocated that the purpose of education should not only includes cognitive deve

17、lopment, but also include the emotional development. It is the education of the whole people.2.2 Emotional functions Emotions have wisdom, power, adjust, infection and empathy function. The psychology research proof, the persons feeling, perception, memory, attention, imagination and thinking other

18、mental skills play by subject emotional state influence. Positive emotional state help to bring subject potential various skills, this is emotional shock intellectual functions. Feeling, perception, memory, imagination, and thoughts such as intelligence factors learning of the operating system, Moti

19、vation, interest, volition and character non-intelligent factorsstudents of teachers emotional migrated to teachers on course to come up, this kind of psychological effect is emotional empathy function. 2.3 Some theories about emotionsKrashen gave us The Affective Filter Hypothesis. This hypothesis,

20、 have plenty of comprehensible input environment is not equal to the students can learn the target language, second language acquisition process will suffer many emotional factors influence. Language input must pass the affective filter might just become language absorb (intake). Krashen think influ

21、ence language acquisition of emotional factors are: 1) Power. Students learning objective is clear, which directly influences the effect of learning. Clear purpose is dynamic, progress quickly; Conversely, criterion colour-blindness. 2) Character. Self-confidence, outgoing personality, ready to plac

22、e oneself in unfamiliar learning environment, feeling good about myself learners in the study progress quickly; 3) Emotional state. Mainly refers to the anxiety and relax. Anxiety is strong, the emotional barriers, obtain input less high, Conversely, its easy to get more input. The Two Factor Theory

23、 of Emotion is a social psychology theory that views emotion as having two components (factors): physiological arousal and cognition. According to the theory, cognitions are used to interpret the meaning of physiological reactions to outside events. Stanley Shacter and Jerome Singer gave 184 college

24、 students one of two types of injections: adrenaline (also called epinephrine) or a placebo. All experimental subjects were told that they were given vitamins to test their vision. The adrenaline injection caused a number of effects including increased heart rate, rapid breathing, and increased bloo

25、d flow to the muscles and brain. The saline injection had no such effects.Some subjects were told about the effects of the adrenaline while others were misled and told that it would produce a dull headache and numbness. A third group of subjects received no information at all.After the injections th

26、e subjects waited in a room with another subject who was actually a confederate of the experimenter. The confederate behaved one of two ways: playful or angry.Subjects who were misled or naive about the injections effects behaved similarly to the confederate, taking cues from the situation to interp

27、ret their arousal level to determine their emotional state. Subjects who knew what to expect, on the other hand, did not manifest emotion mirroring the confederate.Social Psychologists A. Aron and D. Dutton used a natural setting to induce physiological arousal in their test of the Two Factor Theory

28、 of Emotion. In their study, an attractive female experimenter asked male passersby to complete a brief survey. She intercepted potential subjects either at the end of a bridge or on the bridge itself. The footbridge used was long, narrow, and spanned a deep ravine. Following the survey interview, t

29、he experimenter gave the subjects her telephone number in case they had further questions. The dependent variable in this experiment was the number of telephone calls received from the subjects after the experiment.Male participants were asked meet an interviewer in the middle of one of two bridges.

30、 One was a safe looking bridge and one looked more dangerous. An attrictive female researcher interview the each man in the middle of the bridges. She gave them her telephone number in case they wanted to ask about the results. Men on the scary bridge were more aroused, fitting the two factor theory

31、. They were then more likely to call her back, looking for a date.3.Emotion and foreign language teaching The new English curriculum standards promulgated by the emotional attitude as one of curriculum objectives, this is emotional factors the connotation, features and function extremely in language

32、 learning and development of human beings in the special function of the decision. The important significance of emotional attitude embodied in it and the multi-dimensional relations between English course.The emotional functions of languageLanguage is human communication with the feelings of passin

33、g information media, language has cognitive, effectiveness and sensibility, and other functions. Emotional attitude in the very great degree need through language to express and transfer. Communication emotion and solve problems also need to use the language. Appropriate and rationally using languag

34、e helps in communication emotion, enhance friendship and mutual respect. Emotional involvement teaching activities is the progress of English teaching. 3.2 The effects of emotional attitudes to language learningEmotional attitudes and language learning are inseparable. The positive emotion to learni

35、ng English can produce direct or indirect impact. With optimism and lively, cheerful attitude of the students could actively participate in learning activities. Having strong learning motivation, strong will and bold practice spirit that students can learn more successfully overcome the difficulties

36、 encountered. Conversely, negative emotions affect students learning potential of the normal exertion. If students suffer negative emotional impact too large, it will affect its language learning behavior. Emotion on learning and memory effects in terms of information storage, amend, extraction. On

37、the one hand, the emotion information together with other various information stored in the brain, as the new information comes in contact with the old information, emotional information will be to establish contact with the other information. The positive emotion and then the process of learning qu

38、ickly establishing relation, accelerate information organization, processing and storing, While negative emotions and learning process contact will give memory chaos, causes memory information encoding speed slow or stagnation, that can be used to process information space reduce, affect learning ef

39、fect. On the other hand, when the memory information into long-term memory, the students emotion will constantly revised long-term memory contents, thereby affecting the learning process. The positive emotion can make long-term memory store content is in stable state. And when negative emotions feed

40、back to the brain, long-term memory store content will change or in not steady state, affect memory effects. In addition, students retrieval and extraction memory information effect depends largely on learners emotional state. When students in a relaxed mood, mental state better, it can rapidly and

41、using information retrieval, extraction. When students are outside influences into confusion and embarrassed or even anger etc negative affection, you cant effectively use existing memory material. 3.3 The emotional influences to individual cognitive activities Cognitive and emotion are all language

42、 teaching focus. Declarative learning theory considers that the declarative learning must have two prerequisites: one is that the student must have assimilation learning materials of cognitive structure and capacity, so instructors should be to provide students with acceptability teaching materials;

43、 and that the student must learn the meaningful learning intention, it mainly involving students whether to accept the teaching materials and master what they learn content.Emotion and cognitive are not the two opposing concepts, but rather complementary. The teachers should protect and encourage st

44、udents study enthusiasm, cultivate their happy emotion in teaching. If lacking of positive emotion, the learners cognitive ability would be the discount. Krashens affective filter theory also support the idea. His input hypothesis think, language acquisition is the only way to understand input or ob

45、tain understandable input, but the understandable input is not necessarily effective input, because emotion is just like filter for input as syntax. In other words, students in accepting input language materials by the process often can be affected by its emotional factors of influence and restricti

46、on. If they have the positive emotion, the emotional disorders of the important role is small, the number of comprehensible input will enter the language acquisition mechanism and internalizes the language abilities of students, conversely, cognitive activities of efficiency will greatly reduce, or

47、even tends to stop.3.4 The primary characteristics of self-learning about emotionThe core content of autonomous learning is to let students grasp their own learning. The emotion in the first place is the primary characteristics of autonomous learning. Autonomous learning doesnt mean individual stude

48、nt, and independent learning, but based on mutual cooperation between students as the premise. Students can control study content and process according to oneself. Therefore, self-directed is a kind of psychological mechanism, and also a kind of emotion, its existence and embodiment to have group re

49、lations support. Including between the classmates support and the support of teachers. Classmate support refers to an inside and outside of the collective cooperation, mutual exchanges and mutual communication and learn together, Teachers support is not only gives students concerned, the inspiration

50、, induction and cultivate students autonomous consciousness, but also helps students to formulate and implement study plan and evaluate learning conclusion. In the cooperative autonomous learning, students can develop their interpersonal, emotional communication, coordinated and division and coopera

51、tion ability.4.Emotional strategies for foreign language teaching4.1 To emote with the students for establishing correct outlook on education. (1) To help students to build up the self-respect consciousness. In education teaching process, attention often talk to students and carries on the emotion e

52、xchange. Teachers should in-depth understanding of each student, paying attention to them in English learning. The emotional needs help them correct understanding and remove from the outside of the various negative effects, learn to regulate mentality, due to the external pressure and in psychologic

53、al cause error, and even affect ones own learning enthusiasm and initiative, get them in their own progress to win others respect and recognition. (2) To help students build security and the franchisee. In the teaching process, the teacher should pay close attention to every student in English learn

54、ing psychology request, with sincere affection and moralisation way of teaching reform students, to reduce their stress and anxiety level, reduce the psychological pressure, let them have safe feeling and sense of a home to stimulate learning enthusiasm, actively participate in language learning.(3)

55、 Perspective-taking, and students achieve resonance. In learning students in the process of thoughts and feelings appear on the obstacle, teachers should in detail; dredge for students with learning difficulties, stand in their perspective perspective-taking, paying attention to the students emotion

56、 and considerate progress in English learning desire of need, timely help them build up confidence to close distance between teachers and students to resonate. 4.2 To arouse students enthusiasm and initiative for languange learningIn the implementation of classroom teaching activities, the teaching

57、contents and students life reality associated, simulate the real life situations, close to the student, strive to classroom teaching vivid, lively, while fostering their positive thinking habits and positive feelings about learning English. The teacher can also use multimedia teaching, conduct perfo

58、rmance, debates, speech and so on. Many kinds of teaching activities, arouses students enthusiasm and learning English show-off.(1) Timely use of modern multimedia teaching means, sentences according to content, making straightforward of courseware, making the text character alive, as far as possibl

59、e to a variety of media jointly stimulate students sound and vision.(2) By performing activities such as form timely to stimulate students study enthusiasm, through activities exercise they practice English courage and oral English expression ability, fully embodies the main part of college students

60、, to students with more time and space self expression, active thinking, and promote them to apply the positive emotion strategy, keep learning enthusiasm of English and endurance. 4.3. To enhance students self-confidence and overcome the difficult willpower.Pay attention to the students in differen