中职英语教学法AFFECTinSecondaryVocationalSchoolELT全面课件.pptx

1、4.4.Prof.Yin ShiyinProf.Yin ShiyinSchool of Foreign Languages,Sichuan Normal UniversitySchool of Foreign Languages,Sichuan Normal UniversityPre-tasksPre-tasks Why affect and attitudes are so important in secondary vocational school ELT？What are the affective factors in secondary vocational ELT?As an

2、 EL teacher in a secondary vocational school,how do you motivate your Ss to learn English?Who learns how much of what language under what conditionsunder what conditions?(Spolsky,1989:3)Who longs tolongs to learn how much of what language under what under what conditionsconditions?(Zhang Zhengdong,2

3、001)1.Affective objectives 1.Affective objectives described by the described by the CURRICULUMCURRICULUMGeneral objective of General objective of National English CurriculumNational English Curriculum AffectAffect and attitudesattitudes refer to the relative factors that can affect students,learning

4、 processes and learning effects such as interest,motivation,self-confidence,volition,cooperation,etc.,and their national awareness and international field of view gradually formed in their learning processes.Keeping active learning attitude is the key to the success in the learning of English.Theref

5、ore,in his teaching,a teacher should try to constantly stimulate and strengthen the students interest in learning,and guide them in gradually transferring their interest into steady learning motivation,in order that they can have self-confidence,temper their willpower to overcome difficulties,realiz

6、e their advantages and disadvantages in learning,willingly cooperate with others,and form concordant,healthy,and positive personalities.The following the descriptions of affect and attitudes for the seventh level(senior leavers):2.Why is Affect so important in ELT?Humanistic education:(9)Imagery(9)C

7、lassroom activities and methods;modern robotThe degree of self-esteem;(2)Tolerance of ambiguity;Baroque largoMain affective factors in primary and junior/senior middle school ELT(Maclntyre and Gardner,1989:252-253)The second component,closely related to the first,is fear of negative social evaluatio

8、n,because students are unsure of themselves and what they are saying,they may feel that they are not able to make the proper social impression.Further readingDorm group work:(2)InhibitionGeneral objective of National English CurriculumThe important roles affect plays in Englishwhole-person developme

9、ntMotivationeducation:educe/elicit/evoke/evolveIn this special society established within the classroom,the affective dimension of the relationships among the learner,the teacher and the other learners can greatly influence the direction and outcome of the experience.(1)The current situationExam-ori

10、ented education:Exam-oriented education:emotional illiteracymodern robot one-dimensional man Competence-oriented educationCompetence-oriented educationHumanistic education:Humanistic education:education:educe/elicit/evoke/evolvehumanismwhole-person development3.Main affective factors in 3.Main affec

11、tive factors in primary and junior/senior primary and junior/senior middle school ELTmiddle school ELT Therefore,in his teaching,a teacher should try to constantly stimulate and strengthen the students interest in learning,and guide them in gradually transferring their interest into steady learning

12、motivation,in order that they can have self-confidence,temper their willpower to overcome difficulties,realize their advantages and disadvantages in learning,willingly cooperate with others,and form concordant,healthy,and positive personalities.(5)Multimedia adopted in language teaching(5)Multimedia

13、 adopted in language teachingExam-oriented education:MotivationTherefore,in his teaching,a teacher should try to constantly stimulate and strengthen the students interest in learning,and guide them in gradually transferring their interest into steady learning motivation,in order that they can have s

14、elf-confidence,temper their willpower to overcome difficulties,realize their advantages and disadvantages in learning,willingly cooperate with others,and form concordant,healthy,and positive personalities.AnxietyAnxiety is quite possible the affect that most pervasively obstructs the learning proces

15、s.It is associated with negative feelings such as uneasiness,frustration,self-doubt,apprehension,and tension.(1)Anxiety(1)Anxietydebilitating anxiety facilitating anxiety(1)The degree of self-esteem;(2)Tolerance of ambiguity;(3)Risk-taking;(4)Competitiveness;(5)Society anxiety;(6)Test anxiety;(7)Cul

16、tural identity and cultural shock;(8)Beliefs of learners and teachers;(9)Classroom activities and methods;(10)Instructor-learner interactions Horwrtz et al.(1986)describe three components of foreign language anxiety.The first is communication apprehensioncommunication apprehension.They propose that

17、the language student has mature thoughts and ideas but an immature second-language vocabulary with which to express them.The inability either to express oneself or to comprehend another person leads to frustration and apprehension.The second component,closely related to the first,is fear of negative

18、 social evaluationfear of negative social evaluation,because students are unsure of themselves and what they are saying,they may feel that they are not able to make the proper social impression.The third component is test anxietytest anxiety,namely,apprehension over academic evaluation.The pedagogic

19、al requirements of the school and teacher require that the student continually be assessed on aspects of proficiency while that proficiency is being acquired.These three components then,communication apprehension,fear of social evaluation,and test anxiety,are viewed by Horwitz et al.to have a delete

20、rious effect on second-language acquisition.(Maclntyre and Gardner,1989:252-253)(2)Inhibition(2)InhibitionHe has no way,but runs away!He has no way,but runs away!(3)Introversion and(3)Introversion and ExtroversionExtroversion(4)Empathy(4)Empathy The process of“putting yourself in someone elses shoes

21、.”(Brown)(5)Motivation:incentive drive(5)Motivation:incentive drive instrumental motivationMotivation integrative motivation(Gardner&Lambert 1972)intrinsic motivationMotivation extrinsic motivation(Deci&Ryan 1985:284)cognitive driveDrive ego-enhancement drive affiliative drive (David P.Ausubel)(6)Cl

22、assroom transactions(6)Classroom transactions Francis Bailey(1996:261)refers to the social structure of the classroom as“a kind of culturea kind of culture which is created out of the communal interactions among course participants”.In this special society established within the classroom,the affect

23、ive dimension of the relationships among the learner,the teacher and the other learners can greatly influence the direction and outcome of the experience.As Angi Malderez points out,the importance of affect for what occurs in the classroom can be seen in the shift in the dominant metaphor for the te

24、aching/learning process from transmission to dialogue;dialogue involves people-thinking and feeling,spiritual and physical human beings-in negotiation of meaning.What is important in the end is not the words have meanings but rather that people have meanings they use words to convey(personal communi

25、cation).An example:An example:ValuesValues Topics Topics thick ego boundaries (linear approach)(7)Ego boundaries(7)Ego boundaries thin ego boundaries(non-linear approach)tolerance of ambiguity/accommodation/regression/regression in the service of the ego(8)Self-esteem(8)Self-esteem a sense of securi

26、ty a sense of identity A positive image a sense of belonging a sense of purpose a sense of personal competence (Robert Reasooner)VisualizationVisualization-language learning with the minds eyeminds eye(9)Imagery(9)Imagery4.Ways of bettering teaching 4.Ways of bettering teaching by devoting much atte

27、ntion to by devoting much attention to the affective factors the affective factors in ELTin ELT(1)Interesting materials(1)Interesting materials(2)Positive evaluations(2)Positive evaluations(3)Language and paralanguage(3)Language and paralanguageThen whats your dream in your ELT?Then whats your dream

28、 in your ELT?(4)Making vocabulary and structures alive(4)Making vocabulary and structures alive(5)Multimedia adopted in language teaching(5)Multimedia adopted in language teaching(7)Singing(7)SingingPan Bo,Chengdu Meishi English SchoolPan Bo,Chengdu Meishi English School(8)Adopting music(8)Adopting

29、musicBaroque largo(G.Lozanovs SuggestopediaSuggestopedia)A piece of A piece of Chinese musicChinese music The Mountain and flowing water A good teacher must remain in part of a child.A good teacher makes children glad on Monday.Every day is childrens day.Its feasible to create a classroom where chil

30、drenfeel“this is a happy place to grow,to learn,and to be.”Children dont care how much we know until they know how much we care.The best motivation for study is interest.(Rubi)Love alone could waken love.(Pearl S.Buck）我们必须会变成小孩子，才配做小孩子的先生。我们必须会变成小孩子，才配做小孩子的先生。（陶行之）（陶行之）(9)Good sayings about emotion(

31、9)Good sayings about emotionFurther readingFurther readingAronld,J.，Affect in Language Learning.外语教学与研究出版社，人民教育出版社，剑桥大学出版社，2000年.Post-tasksPost-tasksDorm group work:Dorm group work:Discuss with your dorm mates on the following topics.1.The important roles affect plays in English learning and teachin

32、g2.Motivation in English learning3.How to make my teaching more interesting and more effective?AffectAffect and attitudesattitudes refer to the relative factors that can affect students,learning processes and learning effects such as interest,motivation,self-confidence,volition,cooperation,etc.,and

33、their national awareness and international field of view gradually formed in their learning processes.Keeping active learning attitude is the key to the success in the learning of English.Therefore,in his teaching,a teacher should try to constantly stimulate and strengthen the students interest in l

34、earning,and guide them in gradually transferring their interest into steady learning motivation,in order that they can have self-confidence,temper their willpower to overcome difficulties,realize their advantages and disadvantages in learning,willingly cooperate with others,and form concordant,healt

35、hy,and positive personalities.The following the descriptions of affect and attitudes for the seventh level(senior leavers):AffectAffect and attitudesattitudes refer to the relative factors that can affect students,learning processes and learning effects such as interest,motivation,self-confidence,vo

36、lition,cooperation,etc.,and their national awareness and international field of view gradually formed in their learning processes.Keeping active learning attitude is the key to the success in the learning of English.Therefore,in his teaching,a teacher should try to constantly stimulate and strengthe

37、n the students interest in learning,and guide them in gradually transferring their interest into steady learning motivation,in order that they can have self-confidence,temper their willpower to overcome difficulties,realize their advantages and disadvantages in learning,willingly cooperate with othe

38、rs,and form concordant,healthy,and positive personalities.The following the descriptions of affect and attitudes for the seventh level(senior leavers):(3)Introversion and(3)Introversion and ExtroversionExtroversion(3)Introversion and(3)Introversion and ExtroversionExtroversion(7)Singing(7)SingingPan Bo,Chengdu Meishi English SchoolPan Bo,Chengdu Meishi English School(7)Singing(7)SingingPan Bo,Chengdu Meishi English SchoolPan Bo,Chengdu Meishi English School