英语学习中的心理情感因素.docx

英语学习中的心理情感因素.docx

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英语学习中的心理情感因素

分类号

密级

宁宁波大红鹰学院

毕业设计（论文）

OnPsychologicalandAffectiveFactorsinEnglishLearning

英语学习中的心理情感因素

学院

人文学院

专业

英语

班级

姓名

学号

指导教师

蒋梅巧

2014年05月

毕业论文独创性声明

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OnPsychologicalandAffectiveFactorsinEnglishLearning

By

AThesis

SubmittedtotheCollegeofHumanities

InPartialFulfillmentoftheRequirementsfor

TheDegreeofBachelorofArts

UndertheSupervisionofMsMeiJiangqiao

Abstract

AffectivefactorsarethemostimportantfactorsinEnglishstudying.Thesefactorsincludeemotion,feelings,mood,manner,attitudeandsoon.Allthesefactorsdecidetheinputandoutputofthesecondlanguage.Withthedevelopmentoftheprogressofthesociety,theemotionaleducationmoreandmoregetspeople'sattention.Manypsychologistsbelievethatpeople'semotionaldevelopmentandintelligenceareequallyimportant.Amongalltheaffectivefactors,languageanxietyhasbeenregardedasthemostimportantelementinthelanguagelearning.ThissortofemotionwillhavenegativeeffectsontheEnglishlanguagelearning.ThisarticlewillthroughthecombinationofpsychologicalfactorsandemotionalfactorstoillustratetherelationshipandeffecttolearnEnglish,andaccordingtotheresearchrelatedtheoryastheguidanceofdomesticandforeignlinguistsandpsychologists,toexplorethepsychologyofEnglishlearning.（

KeyWords:

psychologicalandaffectivefactorsEnglishlearning（3-5个关键词）

摘要

情感因素是第二语言学习的重要因素。

情感因素包括学习者在学习过程中的感情，感觉，情绪，态度等。

所有这些情感因素决定语言学习者语言的输入和输出的比例。

随着社会的进步发展，情感教育越来越受到人们的重视。

许多心理学家认为，人的情感发展与智力同等重要。

在所有情感因素中，语言焦虑被认为是外语学习的最主要因素。

本文将通过心理因素与情感因素相结合的来阐述对于学习英语的关系与影响，并以国内外语言学家和心理学家研究的相关理论作为指导，探索英语学习中的心理学。

关键词：

心理因素情感因素英语学习

Contents

1.Introduction4

2.LiteratureReview4

3.DefinitionsofPsychologicalandAffectiveFactors5

4.ClassificationsofPsychologicalandAffectiveFactors5

4.1FromthePerspectiveoftheImpactonLearners5

4.1.1PositivePsychologicalandAffectiveFactors5

4.1.2NegativePsychologicalandAffectiveFactors7

4.2FromthePerspectiveofReasonsfortheFormation8

4.2.1SocialPsychologicalandAffectiveFactors9

4.2.2ImpersonalPsychologicalandAffectiveFactors10

4.2.3PersonalPsychologicalandAffectiveFactors.13

5.TheRelationshipbetweenPsychologicalandAffectiveFactorsinEnglishLearning14

5.1ImprovingEnglishLearning15

5.2HinderingEnglishLearning16

6.Conclusion16

WorksCited16

Acknowledgements18

OnPsychologicalandAffectiveFactorsinEnglishLearning

1.Introduction

RecentworkinappliedlinguisticshasextendedthestudyofpsychologybeyondtheteachingofEnglishitself.Theconceptof“psychology”itselfiscertainlynotanewone.Whatisnew,however,istheinterestintheanalysisoftheeffectofaffectivefactorsinEnglishstudyanditsimplicationsinEnglishteaching（Aida1994）.Withthedevelopmentofappliedlinguisticsandpsychologicalanalysis,linguistsarenolongersatisfiedwithsurface-levellinguisticdescription,butturntoseekdeeperpsychologicalfactors,thatis,affectivefactorsinEnglishlearning,thususingpsychologicalfactorsanalysisasapowerfultoolforEnglishteaching.TheaffectivefactorsareimportantpartsinfluencingEnglishlearning.Littleresearch,however,hasbeencarriedoutontheimplicationsofaffectivefactorsinEnglish.Therefore,thestudyisexpectedtofillupagapinthisfield.Englishisoneoftheworldiswidelyappliedincommunicationlanguage,hundredsofmillionsofanyonewhouseitmostofthemarenativecountry.ThisshowsthatwhatisbeyondthereachofeveryonetolearnEnglishwellisnotadifficultthing.However,westillhavequiteanumberofcollegestudentscan'tmasteranduseEnglishverywell.Englishisconnectedpsychologicalaffective.TheinfluenceofpsychologicalfactorsonEnglishlearningisdynamic,complexandchangeable,itsconsequencesisnotinstant,afteroveraperiodoftimeofresonanceappearedgradually.Ithasalonghistoryaboutinterestinaffectivefactorsineducationabroad.Since1970s,theinterestinthefieldofforeignlanguagelearningandteachinghasbeenraised.Inferencesofaffectivefactorshavebecomethemajorconcerninthisresearchfield.Manyresearchershavestressedtheimportanceofunderstandingaffectivefactorsinsecondlanguagelearning.Forexample,Arnold（2000:

2）givesouttworeasonstoexplaintheimportance.Firstly,“attentiontoaffectiveaspectscanleadtomoreeffectivelanguagelearning”.Secondly,attentiontoaffectiveaspectscancontributetothewhole-persondevelopment,whichis“beyondlanguageteachingandevenbeyondwhathastraditionallybeenconsideredtheacademicrealm”.Eills（1994:

483）alsopointsoutthat“learners‟affectivestatesareobviouslyofcrucialimportanceinlearningoutcomes”.Itcanbededucedthataffectivefactorsdoplayasignificantroleinbothforeignlanguagelearningandteaching.Threefactors:

motivation,self-confidenceandanxietyhavebeenchosentostatetheirimportantfunctions.

2.LiteratureReview

Abroadinnearly10yearsofsocialpsychologyresearchresultsshowthatsocialinfluencetothesuccessofforeignlanguageteachingisaverykeyfactor.IntheUnitedStatesandCanada,socialpsychologicalfactorsinfluenceonforeignlanguagelearninghasarousedpeople'sgreatattention,andformedthespecialresearchsubject.Beforethis,peoplejudgethestandorfallofastudents'foreignlanguagelearningismainlybasedonhowthestudentlearningforeignlanguagetalentanddiligence.Researchshowsthatdirectlyaffectstudents'foreignlanguagelearningaptitudeandhardwork,toalargeextentalsodependsonthestudents'psychologicalemotionalfactors.Psychologicalemotionalfactorscaninfluencestudents'learningprocess,andthepsychologicalemotionalfactorsastheimportantfactorsthataffectlearning,makestudentsfullyunderstandandovercometheobstaclestothepsychologicalemotionalfactorsinEnglishstudy.Englishlearninghastheveryhighresearchvalue.Soinrecentyears,manyexpertsandscholarswiththepsychologicalemotionalfactorsresearchasanimportanttopic.Onthebasisofpredecessors'research,thisarticleembarksfromtheanalysisofthementalemotionalfactorsinEnglishstudy,fromthepsychologicalemotionalfactorsdefinedathomeandabroad,thecontentsofthepsychologicalemotional,psychological,emotionalfactorsandtherelationshipbetweentheEnglishlearningofrelatedresearch.

3.DefinitionsofPsychologicalandAffectiveFactors

Factorsareeventsoforrelatingtoordeterminedbypsychology.Psychologyisthescientificstudyofmentalfunctionsandbehaviors.Thesefunctionsincludeperception,cognition,attention,behavior,interpersonalrelationshipsemotion,motivation,brainfunctioning,andpersonality（Gulzar2009）.

Psychologicalknowledgeisoftenappliedtotheassessmentandtreatmentofmentalhealthproblems,itisalsodirectedtowardsunderstandingandsolvingproblemsinmanydifferentspheresofhumanactivity.Themajorityofpsychologistsareinvolvedinsomekindoftherapeuticrole,practicinginclinical,counseling,orschoolsettings.Manydoscientificresearchonawiderangeoftopicsrelatedtomentalprocessesandbehavior,andtypicallyworkinuniversitypsychologydepartmentsorteachinotheracademicsettings（e.g.,medicalschools,hospitals）.Someareemployedinindustrialandorganizationalsettings,orinotherareassuchashumandevelopmentandaging,sports,health,andthemedia,aswellasinforensicinvestigationandotheraspectsoflaw.

Affectivefactorsareemotionalfactors,whichinfluencelearning.Theycanhaveanegativeorpositiveeffect.Negativeaffectivefactorsarecalledaffectivefiltersandareanimportantideaintheoriesaboutsecondlanguage.

4.ClassificationsofPsychologicalandAffectiveFactors

Psychologyisthestudyofpsychologicalphenomenonandthelawofoccurrenceanddevelopmentofscience.

Processofcognition,emotionwillgenerallyreferredtoasthementalprocess,thethreeprocessisconnectwitheachother,promoteeachother,unitytogether.Duetothenatureofeachpersonisdifferent,differentlivingconditions,influencedbytheeducationofdifferent,inpracticeisdifferent,sothepsychologicalprocessineachandalwayswithpersonalcharacteristics.Thathaseveryone'sinterest,ability,temperament,andpersonalitydifferences.

Weoftensay"love"isthe"emotion".Asusualsays"nervousdisease"isactually"psychosis".Says"psychological"and"emotional"theoryofdifference;Psychologicalcontainsemotion;sentimentisamanifestationofpsychological.

4.1FromthePerspectiveoftheImpactonLearners

Englishlearningisdifficultoccupied34.18%,moredifficultaccountedfor12.50%.Don'tlikeEnglishverymuchaccountedfor17.09%.Whatisthereason?

Thepaperhascarriedonthedeepstep.AllthestudentshaveastrongdesiretolearnEnglishwell.ThinkyoulearnEnglishbetterandbetterthestudentslikeEnglish,wecanseesomeofinterestinEnglishmaterials,newspapers,audioandvideoproducts.StudyEnglishhardstudents,areworriedabouttheirEnglishlearningconditionandhavenoconfidence.Tothinkoneselfislearnbad,inthesubconsciousfear,aversiontolearningEnglish,learningEnglishcan'tconcentrate,spendalotoftimeonEnglishlearningbutlearningisverypoor.ThestudentsalwayswanttoescapelearningEnglishwhoexpecttohaveinventedaquickeasywaytolearn.Itisnothardtoseefr