外语教学中调节情感态度因素课件

1、外语教学中调节情感态度因素Affective Factors in Language Learning ContentsRelevant contents in the new Curriculum.Relevant learning theoriesKey factorsapplications如何理解情感态度目标？ （1）有些情感态度，如学习动机、学习兴趣、自信心，不仅与英语学习有密切的关系，而且还是在英语学习方面取得成功的前提条件。（2）学生在英语学习过程中形成的各种情感态度，如动机、兴趣、自信、意志，可以转化到其他的学习活动之中以及学生将来从事的工作和社会活动之中。 （3）有些情感态度

2、，如祖国意识和国际视野，在表面上与英语学习没有直接联系，但应该渗透到英语学习之中。 导言情感态度因素已被新列为教学目标之一。情感态度既是学生全面发展的一个重要方面，也是影响学习结果的重要因素。本课程将重点讲授如何在教学各环节采取有效措施调节好学生的各种情感因素，使教学达到事倍功半的效果。一、英语课程标准 英语课程三大目标（1）语言技能是语言运用能力的重要组成部分。（2）知识也是语言能力的有机组成部分，是发展语言技能的重要基础。（3）情感态度指影响学生学习过程和学习效果的相关因素，以及在学习过程中逐渐形成的祖国意识和国际视野。为什么要把情感态度列为课程目标？ （1）语言与情感态度有密切关系。（2

3、）情感态度对语言学习的结果有重要影响。 （3）情感态度本身就是学生全面发展的一个重要方面。 Relevant TheoriesRelationship between learning and teaching.Krashens affective filter hypothesisHuman Beings as learnersHumansThinking beingsFeeling beingsSocial beingsLearning and TeachingLearning can only be done by the learners themselves.Teaching is

4、guiding and facilitating learning, enable the learner to learn, setting the conditions for learning.Teaching can induce, facilitate, speed up learning.Language LearningA L2 learner is not merely learning the language, but learning to build up his language ego; learning to understand another culture;

5、 getting familiar with new ways of thinking; learning to communicateKrashens Affective Filter HypothesisNot all input will become intake. Major FactorsSelf-esteemInhibitionRisk-takingAnxietyEmpathyExtroversion vs. introversionCharacter typesMotivationThe Power of self-esteem(What can you read from t

6、he cartoon?)To enhance self-esteem: some ideasTo enable students to experience success.Give immediate and positive feedback.Raise awareness of students own strength and achievementsWays to help experience successFocus on success and achievementUse objectives-referenced testingSetting manageable and

7、realist goals.Breaking up threatening tasks into small steps.Analytic assessment Diachronic evaluation Tolerance of differences Split method Dynamic view Prompt feedbackGive genuine feedback.Give feedback promptly.Give more positive feedback. Express belief in their abilities, potentials, etc.When g

8、iving negative feedback, the teacher should be fair, objective, and sincere, and better be introduced by emphasizing the positive side.Feedback can be both verbal or non-verbal.(Human beings have an ear for praises.)To raise awarenessAsk students to do SWOT analysis of themselves.Strengths: what the

9、y know, possess, and can do.Weaknesses: room for improvementOpportunities: environmental factors.Threats: what to watch out for.The Effect of InhibitionTo protect his fragile ego (image)To keep silent/refuse to take risks.Lose chances to practiceNo learningThe defenses which we place between ourselv

10、es and others to protect the egoInteractive TechniquesPlaying guessing games and communication gamesDo role plays and skitsSing songsUse plenty of group workLaugh with your studentsHave them share their fears in small groups.Tips for the TeacherDo not push too early or too hard.Never tease or make f

11、un of the student.Encourage every small effort in trying.Risk TakingLearners should be willing to take some risks.Trial and error learningHypothesis testing.Experimenting.Not afraid of committing errors.Skills and competence can only be built up gradually.Moderate and accurate guesses are the optima

12、l.Some tipsPair work/group work, less class presentation.Praise students for making sincere efforts to try out language.Use fluency exercises where errors are not corrected at that time.Give outside-of-class assignments to speak or write or otherwise try out the language.AnxietySome concern over a t

13、ask to be accomplished is a positive factor.Both too much and too little anxiety may hinder the process of successful language learning.A state of apprehension/associated with feelings of uneasiness, self doubt, apprehension, or worryEmpathyThe process of “putting yourself into someone elses shoes”,

14、 of reaching beyond the self and understanding and feeling what another person is understanding or feeling.Empathy: significanceEmpathy: an exampleAn English lady: I bought this shirt yesterday in the department store.A Chinese lady: How much did you pay?(expectation: compliments)An English lady: 19

15、0 yuan(reluctantly)A Chinese lady: Thats too much. Youve been cheated out of money. (being concerned and stand up for the others interest) Empathy: another exampleA: What do you think of Mr. Smith?B: He is an interesting man.(no comment in particular)A: Interesting? In what way. Motivation: definiti

16、onAn inner drive, impulse, emotion, or desire that moves one to a particular action. More specifically, human beings universally have needs or drives that are more or less innate, yet their intensity is environmentally conditioned.Motivation stems from basic innate drives.Six desires of human organi

17、smsThe need for explorationThe need for manipulationThe need for activityThe need for stimulationThe need for knowledgeThe need for ego enhancementExplorationHuman beings have a drive to probe the unknown.ManipulationHuman beings have a drive to control our environment. Have you ever been fascinated

18、 with a magic cube?ActivityHuman beings are compelled to be physically active.StimulationHuman beings are receptive to mental, emotional or physical stimulation. Are you interested and amused by the following pictures?KnowledgeHuman beings yearn for answers to questions.Ego enhancementI AM the cool

19、man!Every human being wishes to look good, capable, smartImplicationsAll types of motivation are useful in SLA in certain situations.Motivation is a powerful factor in SLA. Its effects are to be seen on the rate and success of SLA, rather than on the route of acquisition.Motivation learning success

20、motivation learning What can teachers do to motivate?(Feeling of success is the most motivating factor.)Careful pacing and programming success self-esteem motivationWhat can teachers do?Motivation that is dependent on the learners learning goal is far less amenable to influence by the teacher than m

21、otivation that derives from a sense of academic or communicative success. In the case of the latter, motivation can be developed by careful selection of learning tasks both to achieve the right level of complexity to create opportunities for success and to foster intrinsic interest.ApplicationsDurin

22、g designing stage.In the classroom. After class.During designing stageUse task-based, activity-based, learner-centered methods.Select interesting, challenging, right difficulty level materials.Use multiple means.Use modern facilities.Be imaginative.Prepare both content and language.In classGood rapport.Encourage students “do” with the language.Interact with each other.Group, pair work, presentation, etc.Immediate feedback.After cla