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1、OnAffectiveFactorsofEnglishEducationNowadays,withtheprevalenceofexam-orientededucationinprimaryandsecondaryschools,moreandmoreteacherstendtoattachgreatimportancetothecognitivefactorsofstudents'learningwhileneglectingtheaffectiveones.Theyover-emphasizetheimportanceofmemorizationandaccumulationau
2、tomaticallywithoutconsideringstudents'truefeelings.Consequently,studentshavetonotonlyspendalotoftimelearningwhattheteachershavetaughtbyheart,butalsodealwithpilesofexampapersinordertogainhighscoresintheirfinalexams.Astimegoeson,studentswillfeeltiredoflearningundersuchcircumstances,whichwillintur
3、nimpairtheirinterestoflearning.Finally,theywilllosemotivationandplayapassiveinlearning.Duringtheearlyperiodofthiscentury,Dewey,MontessoriandVygotskyhadfocusedtheirresearchesonstudents'cognitiveabilities.However,suchperspectivesofresearcheshavecertainlimits.Withtheapplicationofhumanisticpsycholo
4、gytoeducation,GeorgeLsaccBrownandGloriaCastillostressedthenecessityofcombiningthecognitiveandaffectivedomainsinordertoeducatethestudentseffectively.ErnestHilgardalsorecognizedtheneedforanintegrativeapproach:"purelycognitivetheoriesoflearningwillberejectedunlessaroleisassignedtoaffectivity”(Jane
5、,1999,p.7).Moreover,teachingmethodologies,suchasSuggestopedia,SilentWay,CommunityLanguageLearning,TotalPhysicalResponsehavelaidemphasisontheaffectofthelearners.ThispapermainlydiscussestheimportanceofaffectinEnglishEducation.What'smore,itlistsseveralmethodsforteacherstoapplytheiraffecttotheirtea
6、ching,andalsomethodsforstudentstoobtainaffectintheirlearning.AffectiveEducation1.1DefinitionofAffectTheterm“affect”isusedinterchangeablywith“affectivity”,andithaslongbeeninterpretedinavarietyofways(Zheng,2004,p.60).Itisasynonymofemotionwithanevenbroaderrange.Inthepresentcontext,affectwillbecons
7、ideredinaspectsofemotions,feelings,moods,dispositionsandpreferences.1.2CategoriesofAffectOfallthefactorsthatdeterminestudents'abilitytoacquireasecondlanguage,individualaffecthasastronginfluenceonthestudents.Thewaystudentsfeelabout
