- 上一篇：语篇角度上海旅游景点介绍的翻译
- 下一篇：非英语专业学生词汇学习策略探究联想法
3.3.2 The Influence of Motivation on Reading16
3.3.3 The Relationship between Interest and Motivation .17
3.3.4 The Influence of Anxiety on Reading 18
4 Conclusion22
4.1 Major Findings22
4.2 Enlightenment.23
4.3 Limitations. 25
Bibliography . 27
Appendix 1 29
1 Introduction
The traditional way of English teaching overemphasizes the dominant role of a teacher which inhibits the enthusiasm and autonomy of a student. As a new form of student development-oriented educational pattern was rising, the result was more and more people focused their attention on the principal position of students.
With the rise and development of humanistic psychology, the issue of affective factors in language teaching and learning has received more and more attention. Affective factors, refers to different emotions shown in learner’s learning activities.(Gardner,1972:4) In language teaching, affectivity refers to learners’ emotion, feeling, mood, attitude, and so on in the process of learning. (c.f. Brown 2007:1) Researchers found that affective factors will have a direct impact on the learners’ learning effect. In other words, those affective factors will exercise a great influence on most of second language learners. Therefore, English teaching and learning, owing to the particularity of the language, its success depends on not only learners’ faculty of memory or the power of observation, but also their affective factors, such as learners’ motivation and attitude. Positive emotions can produce the psychological state which is conducive for learning. On the contrary, negative emotions inevitably will hinder the learners’ normal level of the learning potential.
With the arrival of information age, reading become one of the important channels for college students to acquire knowledge and it always plays an important role in college English learning and teaching. Nevertheless it’s hard to get a favorable effect by using the traditional cramming method of English teaching. In college English reading, most of our focus has been attached to grammar and translation and ignored fossilization caused by affective factors. Many people wrongly believe that the main reason of this phenomenon is by using the method of learning by rote. As a matter of fact, there are many other key factors that influence the result of English learning, such as interest, motivation, anxiety, learning strategies, and other affective factors of learners. In particular, the purpose and habits of college students’ English reading are always affected by some social factors and the emotions of their own. Then to what extent do college students value their English reading nowadays? What are their motivations in English reading? What are their favorable reading materials? And from their point of view, what is the most influential affective factor in the process of English reading? These problems will be the main concern of this study.
Composed of four chapters, the thesis intends to understand and analysis learners’ affective factors in Chinese college English reading. Chapter one is the introduction of the study, which is composed of the current status of Chinese college students’ English reading, the significance of the study, and the framework of the thesis. Chapter two mainly illustrates some theoretical basis of affective factors and its pedagogy. It includes the study of affective factors both home and abroad and elaborates the influence of affective factors on reading. In Chapter three, the study investigates into the Chinese learner’s affective factors in college English reading through questionnaire. The investigation includes 15 questions and tires to have a more particular knowledge of those affective factors which influence the learning result of Chinese college students on reading. Chapter four is about the major findings of the study. Based on the findings, the thesis provides some implications and suggestions that could effectively reduce the effects caused by learners’ affective factors and master the effective learning strategy to improve the learning ability.