英语专业论文Students affective factors and teaching in favor.docx
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英语专业论文Students affective factors and teaching in favor.docx
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英语专业论文Studentsaffectivefactorsandteachinginfavor
Students’affectivefactorsandteachinginfavor
I. Introduction
Twoyearsago,Itaughtaprimaryschoolstudentasatutor.“Howtomakemyclassinterestingandmeaningful”Iconsideredoverandoveragain.Atlast,Idecidedtochoose“tonguetwister”asastimulitomotivatemyfirstpupil.Anditreallyworked.Myfirstpupil,isalovelyboy,hepracticeditfromtimetotime.Wheneveritisthetutoringtime,herushedtoaskformoretonguetwisters.Hesaid,“Itisinterestingtome.AndIcansaysomethingthatmyclassmatescannot.Iloveitsomuch.”ThenIconsultedalotofreferencebooks,andfoundthisdealswithaffectivefactors.LasttermIhadmyteachingpracticeinajuniorschool,Ihadstudiedthepsychologyofjuniorstudents,andknewtheyarenotreservedbutactive,andtheyarefondoflearningsomethingfullofcuriosity.SoIorganizedanddesignedmyclasswithactivitiesinvolvingteachinginfavorofdelight.Forexample,EnglishsongslisteningorEnglishsongssinging,gamesplaying,humorousstoriestelling.Myclassesarealwaysfulloflaughter.
Ichoosejuniorstudentsasmyresearchtargets,becauseIhadsomecontactswiththemandmaybeIwouldbefamiliarwiththeircharacteristics.Thethesisaimstoinformteacherstobeawareofstudents’affectivefactorsindesigningandorganizingactivitiesinclass.Anditalsopointsoutabestchoiceofsolution---teachinginfavorofdelightwithrelativeactivitiesanditssignificanceandeffects.
II. Affectivedomain
AsH.DouglasBrownsaid,affectivereferstoemotionorfeeling.Theaffectivedomainistheemotionalsideofhumanbehavior,anditmaybejuxtaposedtocognitiveside.
Motivation
AsH.DouglasBrowndefined,motivationiscommonlythoughtofasaninnerdrive,impulse,emotion,ordesirethatmovesonetoaparticularaction.
Morespecifically,humanbeingsuniversallyhaveneedsordrivesthataremoreorlessinnate.Yettheirintensityisenvironmentallyconditioned.Iftheyaremotivated,becausetheythinkcertainneedsareimportanttothem.Thosewhoarenotmotivated,becausetheyseenowayinwhichlearningmeetstheneedstheyhave.
Whileforteachers,motivationisprobablytheinterestthatsomethinggeneratesinthestudents.Forexample,aparticularexercise,topic,songsmaymakethestudentsappearinvolvedintheclass,totheteachers’delight.Ofcourse,obviousenjoymentbystudentsisnotnecessarilyasignthatlearningistakingplace.Motivationinthissenseisashorttermaffairfrommomenttomomentintheclass.Vitalasitistotheclassroom,asyetsecondlanguageacquisitionresearchhaslittlestudiedit,asCrookesandSchmidit(1991)pointout.
MotivationinL2learninghas,instead,chieflybeenusedtolongtermfairlystableattitudesinthestudents’minds.Inorderforpotentially,motivatingfactorsofaL2learningcourseactuallytomotivate,thelearnersdoofcourseneedtobelearningtheL2forsomepotentiallymotivatingpurpose.Theyneedtohaveagoalfortheirlearning.Lambert,inaseriesofexperimentscarriedoutover30yearsbetweenthe1950sandthe1980s,hasidentified2maintypesofpositivemotivationthatlearnersmayhaveforlearningaL2:
InstrumentalmotivationandIntegrativemotivation.
1. Instrumentalmotivation
“Studyingaforeignlanguagecanbeimportantforstudentsbecauseitwillsomedaybeusefulingettingagoodjob.”astatementintheFocusingQuestions.JustasH.DouglasBrownstatedthatinstrumentalmotivationreferstomotivationtoacquirealanguageasmeansforattaininginstrumentalgoals:
topassanexam,toreadtechnicalmaterial,tofurtheracareer.
2.Integrativemotivation
VivianCook(1996)stated“aforeignlanguageisimportanttomystudentsbecausetheywillbeabletoparticipatemorefreelyintheactivitiesofotherculturalgroups.”Anintegrativemotivationisemployedwhenlearnerswishtointegratethemselveswithinthecultureofthe2ndlanguagegroup,toidentifythemselveswithandbecomeapartofthatsociety.
AsurveyofyoungpeopleinEuropefoundthat29percentwantedtolearnmorelanguagestoincreasetheircareerpossibilities,while14percentwantedtheminordertolive,work,orstudyinthecountry.Thelastcategory,51percent,however,weremotivatedby‘Personalinterest’.
Thesurveypointsoutthatthereisnosinglemeansoflearninga2ndlanguage:
somelearnersinsomecontextsaremoresuccessfulinlearningalanguagewithintegrativemotivation,andothersindifferentcontextsbenefitfromaninstrumentalorientation.Thefindingalsosuggeststhatthe2typesofmotivationarenotnecessarilymutuallyexclusive.Secondlanguagelearningisrarelymotivatedbyattitudesthatareexclusivelyinstrumentalorexclusivelyintegrative.Mostsituationsinvolveamixtureofeachtypeofmotivation.ArabicspeakerslearningEnglishinUSforacademicpurposesmayberelativelybalancedintheirdesiretolearnEnglishbothforinstrumentalpurposeandtounderstandandbecomesomewhatintegratedwiththecultureandpeopleoftheUS.
L2motivationshouldnotthereforebeconsideredasaforcedchoicebetweenthesetwo.Bothtypesareimportant.AstudentmightlearnanL2wellwithanintegrativemotivationorwithaninstrumentalone,orindeedwithboth,foronedoesnotruleouttheother,orwithothermotivation.
Betweenthe2differenttypesofthemotivationinEnglishlearning,onlyasmallamountoftheEnglish-learnersinourcountryareintegrativelymotivated,duetotheirspecialfamilybackgroundandtheirneedsforgoingabroad.Andalsoanothersmallportionofthemaretypicallyinstrumentallymotivated.Fromanothersurvey,wefoundeasilythat80%ofEnglishlearners’motivationbelongstocertificatemotivation,whichisapartofinstrumentalmotivation.
Anxiety
Theconstructofanxiety,asithasbeenstudiedinthepsychologicaldomain,playsanimportantaffectiverolein2ndlanguageacquisition.H.DouglasBrownsaidanxietyisassociatedwithfeelingsofuneasiness,self-doubt,apprehension,orworry.Scovel(1978:
134)definedanxietyas“astateofapprehension,avaguefear…”Weallknowthatanxietyisandweallhaveexperiencedfeelingsofanxiousness.Howdoesthisconstructrelateto2ndlanguagelearning?
Anycomplextaskweundertakecanhaveelementsofanxietyinit,aspectsinwhichwedoubtourownabilitiesandwonderifwewillindeedsucceed.Secondlanguagelearningisnoexceptiontoalonglistofcomplextasksthataresusceptibletoourhumananxieties.
WemaybeinclinedtoconsideranxietyasanimpedancetoourEnglishlearning,somethingshouldbeavoidedatallcosts.Forexample,weareallfamiliarwiththefeelingof“testanxiety”beforeabigexamination.However,notallanxietyisnegativefactor.Therearedeliberateandfacilitateanxieties.Thenotionoffacilitativeanxietyisthatsomeconcern---someapprehensionoveratasktobeaccomplishedisapositivefactor.Otherwise,alearnermightbeinclinedtobe“wishy-washy”,lackingthatfacilitativetensionthatkeepsonepoised,alert,andjustslightlyunbalancedtothepointthatonecannotrelaxentirely.Thefeelingofnervousnessbeforegivingapublicspeechis,inexperiencedspeakers,oftenasignoffacilitativeanxiety,asymptomofjustenoughtensiontogetthejobdone.Consequently,itcouldwellbethatalittlenervoustensionintheprocessisagoodthing.Onceagain,wefindthataconstructhasanoptionalpointalongitscontinuum:
Bothtoomuchandtoolittleanxietymayhindertheprocessofsuccessful2ndlanguagelearning.
Charateristics
Charactristicsofhumanbeingscanbedividedinto2types:
extrovertandintrovert.
1. Extrovert
Extrovertsaregenerallymoresociableandgregarious.Theyenjoychangeandexcitement.Assuch,itisthoughtthatextrovertswillbemorewillingtousetheL2intheclassand,inESLcontextsoutsidesit,toaskandanswerquestions,withoutworryingtoomuchaboutwhethertheymakemistakesorlookfoolish.EspeciallyiftheyarelearningintheL2environmentandtheirlanguageproficiencybothinandoutsidetheclassroomisdevelopingbywhatKrashenwouldregardasanaturalacquisition.Extrovertswillbemoreactivelyinvolvedwiththelanguagethantheirintrovertclassmates.Theywillbemoreresponsivetotheinputtheyget,bekeenertotryproducingtheirownL2utterancesandsohavemoreopportunitytobuildupandtesthypothesesaboutthelanguagestructure.Theresultshouldbethattheiroverallproficiencyshoulddevelopmorequicklyandtoahigherlevelthanoftheirlessactive,becauselessextrovertclassmates.
2. Introvert
Asacontrast,introvertedpeople,arethoughtofasqietandreserved,withtendenciestowardreclusiveness.Theyareshy,andnotasactiveasextrovertintheclass.Themoreintroverted,bookish,reservedlearners,inthiscotext,mighthowever,throughbeingwillingtospendmoretimestudyingandpracticingtheformsofthelanguage,developafullerandmoreaccurateunderstandingofthelanguagestructurethantheextroverts.DetailscanbeseeninMyers—Briggscharactertypes.
WearepronetothinkthattheextrovertswilllearnEnglishbetterandfasterthantheintrovertsbecausetheyareactive.Alsoitinfluencedteachers’perceptionsofstudents.Sometimesintrovertsarethoughtofasnotbeingasbrightasextroverts.Suchaviewismisleading.Datafromexperimentsareunclearwhetherextroversionorintroversionhelpsorhinderstheprocessofsecondlanguageacquisition.Someresearchershaveinvestigatedthefamiliardivisionbetweenextrovertandintrovertpersonalities.AndRossier(1976)foundalinkbetwe
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