3.3.2 Confidence and perseverance 9

3.3.3 Cooperative spirit 9

3.3.4 Patriotism and international perspectives 9

3.4 Conclusion 9

4. Methodology 11

4.1 Research question 11

4.2 Participants 11

4.3 Schedule 11

4.4 Research method 11

5. Findings 13

5.1 Finding 1 13

5.2 Finding 2 14

5.2.1 Questionnaire 14

5.2.2 Case study 16

6. Discussion 18

6.1 Discussion about Finding 1 18

6.2 Discussion about Finding 2 18

6.3 Problems 18

7. Suggestions 19

7.1 Brief Suggestion 19

7.1.1 Attaching importance to in class teaching and making full use of the textbook 19

7.1.2 Creating an equal, cooperative, tolerant and interactive learning atmosphere for students 19

7.1.3 Improving he evaluation approach, protect and strengthen students’ confidence 19

7.2 Suggestions to each affective goal under the New Standard Curriculum 19

7.2.1 Motivation and interest 20

7.2.2 Confidence and perseverance 20

7.2.3 Cooperative spirit 21

7.2.4 Patriotism and international perspectives 21

8. Conclusion 23

References 24

Appendix 25

1. Introduction

1.1 The background of the research

For English learners, except for the intelligence factor, the affective factors do play an important role in second language learning. Rogers highlights that the learner’s affective factors can more or less have an effect on his cognitive competence. The cognitive competence and the affective factors are inseparable and the mutual effect and actions between them have been gradually strong. (刘时勇，2001) Though the affective factors is invisible and can not be measured accurately, more and more researchers devoted themselves to digging out potential benefits of affective factors. And in language teaching, they find out that affective factors can be a very important element which can not be ignored. In China, the New Standard Curriculum has clearly outlined that affective factor is an important part of the teaching goals, affective factors have now kept its’ feet on English teaching, and nowadays more and more English teacher devote themselves to improving the English class become more emotional, and also more attractive, such feeling class provides a better environment for students learning English and makes it possible to cultivate students’ personal interests while learning.  

However, in real situation, something might be different. Though New Standard Curriculum emphasizes the importance of the inner world of the learners’ and places the inpidual’s thoughts, feelings and emotions at the forefront of all students’ development which argues whole-person development rather than the sole development and employment of cognitive skills, in the most actual situations in the junior high school, because of the influence of exam-oriented education in China, still some typical English teacher consider that the grade means everything. And many English teacher somehow still can not do a good job in realizing the importance of affective factors. In order to grasp the progress of teaching goal, teachers mostly concentrate on knowledge teaching and ignore the affect cultivation. And students just concentrate on knowledge learning rather than interest cultivating. Also the academic competition in the junior high school is very fierce, somehow it gives students an invisible pressure which may influence the inpiduals’ emotions. 初中英语课堂中关于情感因素的应用与案例分析(2):http://www.751com.cn/yingyu/lunwen_50584.html