中職英語教學(xué)法4 AFFECT in Secondary Vocational School ELT

4.AFFECT

in

SecondaryVocational

SchoolELTProf.YinShiyinSchoolofForeignLanguages,SichuanNormalUniversity

Pre-tasksWhyaffectandattitudesaresoimportantinsecondaryvocationalschoolELT？

WhataretheaffectivefactorsinsecondaryvocationalELT?AsanELteacherinasecondaryvocationalschool,howdoyoumotivateyourSstolearnEnglish?Wholearnshowmuchofwhatlanguageunderwhatconditions?(Spolsky,1989:3)

Wholongstolearnhowmuchofwhatlanguageunderwhatconditions?(ZhangZhengdong,2001)

1.AffectiveobjectivesdescribedbytheCURRICULUMGeneralobjectiveof

NationalEnglishCurriculum

Affectandattitudesrefertotherelativefactorsthatcanaffectstudents,learningprocessesandlearningeffectssuchasinterest,motivation,self-confidence,volition,cooperation,etc.,andtheirnationalawarenessandinternationalfieldofviewgraduallyformedintheirlearningprocesses.KeepingactivelearningattitudeisthekeytothesuccessinthelearningofEnglish.Therefore,inhisteaching,ateachershouldtrytoconstantlystimulateandstrengthenthestudents’interestinlearning,andguidethemingraduallytransferringtheirinterestintosteadylearningmotivation,inorderthattheycanhaveself-confidence,tempertheirwillpowertoovercomedifficulties,realizetheiradvantagesanddisadvantagesinlearning,willinglycooperatewithothers,andformconcordant,healthy,andpositivepersonalities.Thefollowingthedescriptionsofaffectandattitudesfortheseventhlevel(seniorleavers):2.WhyisAffectsoimportantinELT?(1)Thecurrentsituation

Exam-orientededucation:emotionalilliteracymodernrobotone-dimensionalman

Competence-orientededucationHumanisticeducation:education:educe/elicit/evoke/evolvehumanismwhole-persondevelopment3.Mainaffectivefactorsinprimaryandjunior/seniormiddleschoolELT

Anxietyisquitepossibletheaffectthatmostpervasivelyobstructsthelearningprocess.Itisassociatedwithnegativefeelingssuchasuneasiness,frustration,self-doubt,apprehension,andtension.(1)Anxietydebilitatinganxiety

facilitatinganxietyThedegreeofself-esteem;(2)Toleranceofambiguity;(3)Risk-taking;(4)Competitiveness;(5)Societyanxiety;(6)Testanxiety;(7)Culturalidentityandculturalshock;(8)Beliefsoflearnersandteachers;(9)Classroomactivitiesandmethods;(10)Instructor-learnerinteractionsHorwrtzetal.(1986)describethreecomponentsofforeignlanguageanxiety.Thefirstiscommunicationapprehension.Theyproposethatthelanguagestudenthasmaturethoughtsandideasbutanimmaturesecond-languagevocabularywithwhichtoexpressthem.Theinabilityeithertoexpressoneselfortocomprehendanotherpersonleadstofrustrationandapprehension.Thesecondcomponent,closelyrelatedtothefirst,isfearofnegativesocialevaluation,becausestudentsareunsureofthemselvesandwhattheyaresaying,theymayfeelthattheyarenotabletomakethepropersocialimpression.Thethirdcomponentistestanxiety,namely,apprehensionoveracademicevaluation.Thepedagogicalrequirementsoftheschoolandteacherrequirethatthestudentcontinuallybeassessedonaspectsofproficiencywhilethatproficiencyisbeingacquired.Thesethreecomponentsthen,communicationapprehension,fearofsocialevaluation,andtestanxiety,areviewedbyHorwitzetal.tohaveadeleteriouseffectonsecond-languageacquisition.

(MaclntyreandGardner,1989:252-253)

(2)InhibitionHehasnoway,butrunsaway!(3)IntroversionandExtroversion(4)Empathy

Theprocessof“puttingyourselfinsomeoneelse’sshoes.〞(Brown)(5)Motivation:incentivedriveinstrumentalmotivation●Motivationintegrativemotivation(Gardner&Lambert1972)

intrinsicmotivation●Motivationextrinsicmotivation(Deci&Ryan1985:284)

cognitivedrive●Driveego-enhancementdriveaffiliativedrive(DavidP.Ausubel)

(6)Classroomtransactions

FrancisBailey(1996:261)referstothesocialstructureoftheclassroomas“akindof‘culture’whichiscreatedoutofthecommunalinteractionsamongcourseparticipants〞.Inthisspecialsocietyestablishedwithintheclassroom,theaffectivedimensionoftherelationshipsamongthelearner,theteacherandtheotherlearnerscangreatlyinfluencethedirectionandoutcomeoftheexperience.AsAngiMalderezpointsout,theimportanceofaffectforwhatoccursintheclassroomcanbeseenintheshiftinthedominantmetaphorfortheteaching/learningprocessfromtransmissiontodialogue;dialogueinvolvespeople--thinkingandfeeling,spiritualandphysicalhumanbeings--innegotiationofmeaning.Whatisimportantintheendisnotthewordshavemeaningsbutratherthatpeoplehavemeaningstheyusewordstoconvey(personalcommunication).Anexample:ValuesTopics

thickegoboundaries

(linearapproach)

(7)Egoboundaries

thinegoboundaries(non-linearapproach)

toleranceofambiguity/accommodation/regression/regressionintheserviceoftheego(8)Self-esteem

asenseofsecurityasenseofidentityApositiveimageasenseofbelongingasenseofpurposeasenseofpersonalcompetence

(RobertReasooner)

Visualization--languagelearningwiththemind’seye(9)Imagery

4.Waysofbetteringteachingbydevotingmuchattentiontotheaffectivefactors

inELT

(1)Interestingmaterials(2)Positiveevaluations(3)LanguageandparalanguageThenwhat’syourdreaminyourELT?(4)Makingvocabularyandstructuresalive(5)Multimediaadoptedinlanguageteaching(7)Singing

PanBo,ChengduMeishiEnglishSchool(8)AdoptingmusicBaroquelargo(G.Lozanov’sSuggestopedia)Apieceof

Chinesemusic

TheMountainandflowingwater

Agoodteachermustremaininpartofachild.