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1、4.AFFECTinSecondaryVocationalSchoolELTProf.YinShiyinSchoolofForeignLanguages,SichuanNormalUniversityPre-tasksWhyaffectandattitudesaresoimportantinsecondaryvocationalschoolELT？WhataretheaffectivefactorsinsecondaryvocationalELT?AsanELteacherinasecondaryvocat
2、ionalschool,howdoyoumotivateyourSstolearnEnglish?Wholearnshowmuchofwhatlanguageunderwhatconditions?(Spolsky,1989:3)Wholongstolearnhowmuchofwhatlanguageunderwhatconditions?(ZhangZhengdong,2001)1.AffectiveobjectivesdescribedbytheCURRICULUMGeneralobjectiveofN
3、ationalEnglishCurriculumAffectandattitudesrefertotherelativefactorsthatcanaffectstudents,learningprocessesandlearningeffectssuchasinterest,motivation,self-confidence,volition,cooperation,etc.,andtheirnationalawarenessandinternationalfieldofviewgraduallyfor
4、medintheirlearningprocesses.KeepingactivelearningattitudeisthekeytothesuccessinthelearningofEnglish.Therefore,inhisteaching,ateachershouldtrytoconstantlystimulateandstrengthenthestudents’interestinlearning,andguidethemingraduallytransferringtheirinterestin
5、tosteadylearningmotivation,inorderthattheycanhaveself-confidence,tempertheirwillpowertoovercomedifficulties,realizetheiradvantagesanddisadvantagesinlearning,willinglycooperatewithothers,andformconcordant,healthy,andpositivepersonalities.Thefollowingthedesc
6、riptionsofaffectandattitudesfortheseventhlevel(seniorleavers):2.WhyisAffectsoimportantinELT?(1)ThecurrentsituationExam-orientededucation:emotionalilliteracymodernrobotone-dimensionalmanCompetence-orientededucationHumanisticeducation:education:educe/elicit/
7、evoke/evolvehumanismwhole-persondevelopment3.Mainaffectivefactorsinprimaryandjunior/seniormiddleschoolELTAnxietyisquitepossibletheaffectthatmostpervasivelyobstructsthelearningprocess.Itisassociatedwithnegativefeelingssuchasuneasiness,frustration,self-doubt
8、,apprehension,andtension.(1)AnxietydebilitatinganxietyfacilitatinganxietyThedegreeofself-esteem;(2)Toleranceofambiguity;(3)Risk-taking;(4)Competitiveness;(5)Societyanxiety;(6)Testanxiety;(7)Culturalidentityan
