文摘
英文文摘
1 Introduction
1.1 An Overview of the Development of Affect Research
1.1.1 Affect Research in Foreign Countries
1.1.2 Affect Research in China
1.2 The Object of This Thesis
1.3 General Organization of This Thesis
2 Theoretical Background
2.1 Humanistic Perspectives
2.1.1 Maslow's Humanistic Views
2.1.2 Carl Rogers' Humanistic Views
2.1.3 Implications of Humanism for English Teaching and Learning
2.2 Constructivism
2.2.1 Piaget's Cognitive-Developmental Theory
2.2.2 Jerome Bruner's Constructivist Views
2.2.3 George Kelly's Constructivist Views
2.2.4 Implications of Constructivism for English Teaching and Learning
2.3 Social Interactionism
2.3.1 Lev Vygotsky's Social Interactionist Views
2.3.2 Reuven Feuerstein's Social Interactionist Views
2.3.3 Implications of Social Interactionism for English teaching and learning
2.4 Social Constructivist Model
3 Affect in English Teaching and Learning
3.1 Affective Factors
3.1.1 Individual Factors
3.1.2 Relational Factors
3.2 Affect in Some SLA Models
3.2.1 Affective Filter Hypothesis
3.2.2 The Social Educational Model
3.3 The Importance of Studying Affect in English Teaching and Learning
3.3.1 The Promotion of Affect to Cognition
3.3.2 Mutual Acceleration between Affect and Cognition
4 The Current Affective State in College English Teaching and Learning in China
4. 1 Questionnaire Ⅰ, Evaluation and Analysis
4.2 Questionnaire Ⅱ, Evaluation and Analysis
4.3 QuestionnaireⅢ, Evaluation and Analysis
4.4 Questionnaire Ⅳ, Evaluation and Analysis
5 Appropriate and Applicable Strategies
5.1 Student strategies
5.1.1 Improving Learners' Expectancy and Building Self-confidence
5.1.2 Aiming at Intrinsic Motivation
5.1.3 Lowering Anxiety
5.1.4 Lowering Inhibition
5.2 Teacher strategies
5.2.1 Being Knowledgeable, Skilled and Concerned with Students Psychologically
5.2.2 Promoting Learner-autonomy as a Democratic Leader
5.2.3 Having a Correct and Firm Belief
5.2.4 Learning to Think, Feel and Teach Reflectively
5.2.5 Paying Attention to Skills of Teacher's Feedback
5.2.6 Learning to Shorten Distance between Students and Teachers
5.3 Task Strategies
5.3.1 Material Selected
5.3.2 Activities participated
5.4 Context Strategies
5.4.1 Creating a Positive Group Dynamic in Class
5.4.2 Dividing the Teacher-fronted Class into Groups
6 Experimental Studies
6.1 The first Experimental Study Design
6.1.1 Purpose
6.1.2 Subjects
6.1.3 Procedures
6.1.4 Questionnaires
6.1.5 Analysis
6.2 The Second Experimental Study Design
6.2.1 Purpose
6.2.2 Subjects
6.2.3 Materials
6.2.4 Procedures
6.2.5 Test
6.2.6 Results
6.2.7 Analysis
7 Conclusion
7.1 Pedagogical implications
7.1.1 The Interactive Process of English Teaching and Learning
7.1.2 The Promotion of Emotional Strategies to Affect and Cognition
7.2 Limitations of the present study and suggestions for the future research
Notes
Bibliography
Appendix
Publication during Study
Acknowledgements
