情感因素在高中英语教学中的运用
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摘要
改革开放以来,我国的英语教育规模不断扩大,英语教学取得了显著的成就,然而长期以来,我国的中学英语教学中存在着片面重视认知而忽视情感的现象,不仅影响英语教学的质量,而且也制约了学生情感的健康发展,如何激发学生学习英语的兴趣,使学生树立自信心,在英语课堂上实现教师与学生之间及学生与学生之间的积极情感互动,以提高英语学习效果是一项重要的研究课题。中华人民共和国教育部制订的《全日制义务教育、普通高级中学英语课程标准(实验稿)》肯定了“情感态度是影响学生学习和发展的重要因素”。情感态度在英语教学指导文件中第一次被作为英语教学目标之一,并将其置于基础教育阶段英语课程的任务之首。高中英语教学不仅要发展学生的语言知识及综合运用能力,而且必须关注学生的情感,培养学生积极向上的学习态度,使学生在英语学习的过程中,提高独立思考和判断的能力,发展与人沟通和合作的能力,增进跨文化理解和跨文化交际的能力。在高度重视素质教育、倡导终身学习的今天,合理应用英语教学中的情感因素,以人为本,营造和谐的英语课堂气氛、激发学生的兴趣以促进其认知的发展,显得十分重要。
国内外关于语言教学中情感因素的研究主要有两个因素:一个是个体因素,包括焦虑、抑制、性格的内向与外向、学习动机等;另一个是关系因素,即学习者与学习者之间以及学习者与教师之间的情感因素,包括移情、课堂交流、跨文化意识等。
本文共分五部分,第一部分为引言,介绍本文研究的目的及意义。第二部分为文献综述及理论框架,对情感因素的分类及理论基础进行了阐述。本文采用JaneArnold的分类方法,将语言教学中的诸多情感因素分为学习者的个体因素和关系因素两大类,并对情感教学的理论基础——人本主义心理学和建构主义——进行了简要介绍。第三部分和第四部分是文章的主体部分,详细论述了情感因素在高中英语教学中的运用及教学实验。情感因素在高中英语教学中的具体运用主要包括以下几点:增强学生学习英语的意志,降低学生学习英语的焦虑感;运用灵活多样的教学方法,激发学生的学习动机;多使用鼓励性语言,增强学生自信;加强合作学习,促进学生形成积极态度;建立融洽的师生关系,营造和谐的情感氛围;挖掘教材中的情感资源,渗透情感教学。本次研究主要采用问卷调查和教学实验对比的研究方法。分别于2007年9月和2008年4月对实验班和对照班进行情感态度问卷调查以及试卷测试,并将两次测试结果进行比较。第五部分对本研究进行了总结。经过个多学期的实验,在学习成绩方面,实验班与对照班相比虽没有显著的提高,但实验班学生的学习兴趣大大提高,师生关系也非常融洽,学生学习英语的焦虑感显著下降,不再觉得学习英语是一种负担。因此,我们有必要在高中英语课堂教学中合理运用情感因素,提高英语教学质量。
Because of the reform and opening-up ,the scale of English teaching in our country has been expanding .English teaching has made great achievements ,however, for a long time ,there is still a phenomenon in the middle school that English teaching of our country only takes cognition seriously but neglect the emotional factors .It not only influences the quality of English teaching but also restricts the developing of students' emotion healthily .It thus comes to be a very significant research point how to inspire the interest of students' English learning, how to make students set up their confidence, and how to realize the interactivity of the positive emotions between the teacher and students ,students and students .The Standard of English Curriculum of the Full-time Compulsory Education and Ordinary High School (experimental draft) issued by our country's Ministry of Education affirm that "Emotion is an important factor that influences the students' study and development". For the first time emotion becomes one of the five English teaching goals, and the first task of English course at the basic educational stage. English teaching in senior middle school should not only develop students' ability of language knowledge and ability of using language ,but also pay more attention to students' emotion .Teachers should train students' active learning attitude in teaching to help them improve their abilities of considering and judging independently, develop their abilities of communicating and cooperating with others ,inter-comprehending and inter-communicating. In the contemporary society which stresses quality education and initiates life-long learning, it becomes more important that teachers should make the best of emotions factors in English classroom teaching with the purpose of humanism and respect to create a pleasant atmosphere to arouse students' interest in language learning and to advance students' cognition strategy.
Much study about the application of emotional factors to language teaching focuses on two factors: one is individual factors, including anxiety, inhibition, extroversion-introversion and motivation etc; the other one is relational factors, including empathy , classroom transactions and cross-cultural processes etc .
This paper consists of five parts. The first part is introduction, introducing the objective and meaning of this study. The second part is literature review and the theoretical framework of this study, summarizing the types and theoretical base of emotional factors. This article uses Jane Arnold's approach, dividing the emotional factors in language teaching and learning into two types—learner's individual factors and the relational factors, and has carried on brief introduction to the emotional teaching's theoretical base—humanistic psychology and constructivism. The third and the fourth parts are the main body, explaining the application of emotional factors to senior school English teaching and the teaching experiment. The application of emotional factors in senior school English teaching mainly include the following: enhance students' will in learning English, reduce the anxiety of students; use diverse teaching methods to inspire students' motivation; use more positive words to enhance the students' self-confidence; strengthen cooperative learning and promote a positive attitude towards English learning; establish harmonious relationship between teachers and students and create a harmonious emotional atmosphere; unearth the emotional resources in teaching materials and infiltrate emotional teaching. This research mainly uses the questionnaire survey and the teaching experiment contrast research technique. In September 2007 and April 2008 carried on the emotional manner questionnaire survey as well as the examination paper test to the experimental class and the comparison class, and compared the results. The fifth part concludes this paper. Although after more than a semester's experiment, in the academic record aspect, compared with the comparison class, the experimental class does not have the remarkable enhancement; the experimental class student's study interest enhances greatly, the teacher—student relations are also harmonious, the students' anxiety in English learning decreased significantly, no longer feel that study English is one kind of burden. So we need to apply emotional factors in senior school English teaching to improve the quality of English teaching.
国内外关于语言教学中情感因素的研究主要有两个因素:一个是个体因素,包括焦虑、抑制、性格的内向与外向、学习动机等;另一个是关系因素,即学习者与学习者之间以及学习者与教师之间的情感因素,包括移情、课堂交流、跨文化意识等。
本文共分五部分,第一部分为引言,介绍本文研究的目的及意义。第二部分为文献综述及理论框架,对情感因素的分类及理论基础进行了阐述。本文采用JaneArnold的分类方法,将语言教学中的诸多情感因素分为学习者的个体因素和关系因素两大类,并对情感教学的理论基础——人本主义心理学和建构主义——进行了简要介绍。第三部分和第四部分是文章的主体部分,详细论述了情感因素在高中英语教学中的运用及教学实验。情感因素在高中英语教学中的具体运用主要包括以下几点:增强学生学习英语的意志,降低学生学习英语的焦虑感;运用灵活多样的教学方法,激发学生的学习动机;多使用鼓励性语言,增强学生自信;加强合作学习,促进学生形成积极态度;建立融洽的师生关系,营造和谐的情感氛围;挖掘教材中的情感资源,渗透情感教学。本次研究主要采用问卷调查和教学实验对比的研究方法。分别于2007年9月和2008年4月对实验班和对照班进行情感态度问卷调查以及试卷测试,并将两次测试结果进行比较。第五部分对本研究进行了总结。经过个多学期的实验,在学习成绩方面,实验班与对照班相比虽没有显著的提高,但实验班学生的学习兴趣大大提高,师生关系也非常融洽,学生学习英语的焦虑感显著下降,不再觉得学习英语是一种负担。因此,我们有必要在高中英语课堂教学中合理运用情感因素,提高英语教学质量。
Because of the reform and opening-up ,the scale of English teaching in our country has been expanding .English teaching has made great achievements ,however, for a long time ,there is still a phenomenon in the middle school that English teaching of our country only takes cognition seriously but neglect the emotional factors .It not only influences the quality of English teaching but also restricts the developing of students' emotion healthily .It thus comes to be a very significant research point how to inspire the interest of students' English learning, how to make students set up their confidence, and how to realize the interactivity of the positive emotions between the teacher and students ,students and students .The Standard of English Curriculum of the Full-time Compulsory Education and Ordinary High School (experimental draft) issued by our country's Ministry of Education affirm that "Emotion is an important factor that influences the students' study and development". For the first time emotion becomes one of the five English teaching goals, and the first task of English course at the basic educational stage. English teaching in senior middle school should not only develop students' ability of language knowledge and ability of using language ,but also pay more attention to students' emotion .Teachers should train students' active learning attitude in teaching to help them improve their abilities of considering and judging independently, develop their abilities of communicating and cooperating with others ,inter-comprehending and inter-communicating. In the contemporary society which stresses quality education and initiates life-long learning, it becomes more important that teachers should make the best of emotions factors in English classroom teaching with the purpose of humanism and respect to create a pleasant atmosphere to arouse students' interest in language learning and to advance students' cognition strategy.
Much study about the application of emotional factors to language teaching focuses on two factors: one is individual factors, including anxiety, inhibition, extroversion-introversion and motivation etc; the other one is relational factors, including empathy , classroom transactions and cross-cultural processes etc .
This paper consists of five parts. The first part is introduction, introducing the objective and meaning of this study. The second part is literature review and the theoretical framework of this study, summarizing the types and theoretical base of emotional factors. This article uses Jane Arnold's approach, dividing the emotional factors in language teaching and learning into two types—learner's individual factors and the relational factors, and has carried on brief introduction to the emotional teaching's theoretical base—humanistic psychology and constructivism. The third and the fourth parts are the main body, explaining the application of emotional factors to senior school English teaching and the teaching experiment. The application of emotional factors in senior school English teaching mainly include the following: enhance students' will in learning English, reduce the anxiety of students; use diverse teaching methods to inspire students' motivation; use more positive words to enhance the students' self-confidence; strengthen cooperative learning and promote a positive attitude towards English learning; establish harmonious relationship between teachers and students and create a harmonious emotional atmosphere; unearth the emotional resources in teaching materials and infiltrate emotional teaching. This research mainly uses the questionnaire survey and the teaching experiment contrast research technique. In September 2007 and April 2008 carried on the emotional manner questionnaire survey as well as the examination paper test to the experimental class and the comparison class, and compared the results. The fifth part concludes this paper. Although after more than a semester's experiment, in the academic record aspect, compared with the comparison class, the experimental class does not have the remarkable enhancement; the experimental class student's study interest enhances greatly, the teacher—student relations are also harmonious, the students' anxiety in English learning decreased significantly, no longer feel that study English is one kind of burden. So we need to apply emotional factors in senior school English teaching to improve the quality of English teaching.
引文
Arnold,J.Affect in Language Learning[M].Cambridge:Cambridge University Press,1999.
Arnold,J.& Brown,H.D.A Map of The Terrain[A].In Arnold,J.Affect in Language Learning[M].Cambridge:Cambridge University Press,1999.
Ellis,R.The Study of Second Language Acquisition[M].Oxford:OUP,1994.
Krashen,S.Second Language Acquisition and Second Language Learning[M].Oxford:Pergamon Press,1981.
Rogers,C.Bringing Together Ideas and Feelings in Learning[M].NJ:Prentice Hall,1975.
高远 导读.Second Language Learning and Language Teaching by Vivian Cook[M].北京:外语教学与研究出版社,2000.
文秋芳 导读.Teaching by Principles:An Interactive Approach to Language Pedagogy by H.Douglas Brown[M].北京:外语教学与研究出版社,2002.
程彦葆.论情感因素在英语教学中的重要性[J].教学与管理,1999(3).
戴军熔.高中学生英语学习情感态度的调查与分析[J].中小学教材教学,2006,(4).
戴曼纯.情感因素及其界定[J].外语教学与研究,2000,(6).
范琳、张其云.建构主义教学理论与英语教学改革的契合[J].外语与外语教学,2003,(4).
高晓红.注重情感教学增进师生心理相容[J].教师论坛,2001(5).
柳明.教育改革论文汇编[C].北京:学宛出版社,2000.
卢家楣.情感教学心理学[M].上海:上海教育出版社,2000.
苏霍姆林斯基.给教师的建议[M].北京:教育科学出版社,2001.
邵瑞珍、张人杰.中学百科全书教育学心理学卷[M].吉林:东北师范大学出版社,1997.
王笃勤.英语教学策略论[M].北京:外语教学与研究出版社,2002.
王国立.师生情感是教学过程的活化剂[J].黑龙江农垦师专学报,1999(3).
王初明.正确认识外语学习过程是提高外语教学质量的关键[J].外语与外语教学,2001,(10).
张楚廷.教学细则一百讲[M].长沙:湖南师范大学出版社,2000.
张大钧.教育心理学[M].北京:人民教育出版社,2001.
章兼中.外语教育学[M].杭州:浙江教育出版社,1993.
张学仪.试论英语教学中情感教学的原则和策略[J].基础教育外语教学研究,2004,(1).
赵涌波.英语教学中的情感因素[J].达县师范等专科学校学报(综合版),2001,(4).
Arnold,J.& Brown,H.D.A Map of The Terrain[A].In Arnold,J.Affect in Language Learning[M].Cambridge:Cambridge University Press,1999.
Ellis,R.The Study of Second Language Acquisition[M].Oxford:OUP,1994.
Krashen,S.Second Language Acquisition and Second Language Learning[M].Oxford:Pergamon Press,1981.
Rogers,C.Bringing Together Ideas and Feelings in Learning[M].NJ:Prentice Hall,1975.
高远 导读.Second Language Learning and Language Teaching by Vivian Cook[M].北京:外语教学与研究出版社,2000.
文秋芳 导读.Teaching by Principles:An Interactive Approach to Language Pedagogy by H.Douglas Brown[M].北京:外语教学与研究出版社,2002.
程彦葆.论情感因素在英语教学中的重要性[J].教学与管理,1999(3).
戴军熔.高中学生英语学习情感态度的调查与分析[J].中小学教材教学,2006,(4).
戴曼纯.情感因素及其界定[J].外语教学与研究,2000,(6).
范琳、张其云.建构主义教学理论与英语教学改革的契合[J].外语与外语教学,2003,(4).
高晓红.注重情感教学增进师生心理相容[J].教师论坛,2001(5).
柳明.教育改革论文汇编[C].北京:学宛出版社,2000.
卢家楣.情感教学心理学[M].上海:上海教育出版社,2000.
苏霍姆林斯基.给教师的建议[M].北京:教育科学出版社,2001.
邵瑞珍、张人杰.中学百科全书教育学心理学卷[M].吉林:东北师范大学出版社,1997.
王笃勤.英语教学策略论[M].北京:外语教学与研究出版社,2002.
王国立.师生情感是教学过程的活化剂[J].黑龙江农垦师专学报,1999(3).
王初明.正确认识外语学习过程是提高外语教学质量的关键[J].外语与外语教学,2001,(10).
张楚廷.教学细则一百讲[M].长沙:湖南师范大学出版社,2000.
张大钧.教育心理学[M].北京:人民教育出版社,2001.
章兼中.外语教育学[M].杭州:浙江教育出版社,1993.
张学仪.试论英语教学中情感教学的原则和策略[J].基础教育外语教学研究,2004,(1).
赵涌波.英语教学中的情感因素[J].达县师范等专科学校学报(综合版),2001,(4).