情感因素与英语语言学习 37页

ContentAcknowledgementsAbstractAbstractininChineseEnglish.13PartIntroduction5PartWhatAretheEmotiveFactors92.1Attitude92.2Motivation102.3Anxiety112.4Inhibition112.5Self-esteem122.6Extroversion/Introversion122.7Empathy132.8ClassroomTransactions142.9Cross-culturalProcesses142.10SocialEffects15PartCaseStudyofEmotiveFactorsinEnglishLearning163.1AbouttheCaseStudy163.2AnalysisoftheCaseStudy193.3DiscussionoftheCaseStudy233.3.1WhatDoestheCaseStudyInspireUs233.3.2TheRoleoftheEmotiveFactorsinEnglishLanguageLearning24PartTheApplicationofAffectiveEducationinEnglishLanguageLearning274.1RenewingTeachingIdeasandTeachingMethods274.2CreatinganEnglishLearningEnvironment284.3FacilitationinEnglishLanguageTeaching294.4OrganizingCooperativeLanguageLearning304.5DevelopingLearnerAutonomy314.6EnhancingPersonalDevelopment32PartConclusion34Appendix37Bibliography382\nAcknowledgementsFirstofall,Iwouldliketoexpressmygratitudetomysupervisor,ProfessorChenJitang,whonotonlygivesmehisguidance,invaluableadviceandencouragement,butalsohelpsmealotinwideningmyacademicscope.Ialsoowemythesistothefollowingteachersandfriends:ProfessorLiuShaozhongshowshisconstantencouragementtomywork.ProfessorLuQiaolingalwaysexpressesherconcerntomythesisandhelpsmeclarifysomeconfusingproblems.ProfessorLixiaooffersmehervaluablesuggestion.AndIwouldliketoappreciatetheteachersintheCollegeofForeignStudies,GuangxiNormalUniversityandmyfriendsinothercollegesanduniversitiesfortheirconsistentsupport.Withouttheirhelpandencouragement,mythesiswouldnothavebeencompleted.　3\n情感因素与英语语言学习内容摘要98级英语语言文学专业在职研究生麦小敏导师陈吉棠教授外语学习中情感问题一直受到研究者们的关注过去先后出现的教学法如暗示法﹑沉默法﹑社团语言学习法﹑全身反应法等都特别强调语言学习中的情感问题20世纪70年代以来语言教学研究的重点从研究教师如何教转向学习者如何学其中一个重要研究领域是情感这一造成学习结果差异的学习者个体因素目前我国在情感方面的教育还存在着不少误区我们通常只重视学习者的知识和智力的发展忽视情感发展其后果是学习者人际关系淡薄身心不能得到全面﹑健康的发展而且对知识与智力的增长带来负面影响这点是我们不能忽略的在英语教学中情感指学习者的感情﹑感觉﹑情绪﹑态度等心理体验过程一般来说情感因素可分为两大类第一类是学习者的个别因素包括态度﹑焦虑﹑抑制﹑性格﹑学习动机等第二类是互动因素即学习者与学习者之间和学习者与教师之间交流时所产生的心理影响包括移情﹑课堂交流﹑跨文化意识等如果仅从情绪色彩和情感体验程度而言情感因素可分为积极﹑消极和中间三种状态　在英语学习的过程中学习者通过各种感知系统获得信息神经科学家认为这些信息都是各种各样的刺激大脑对获得的刺激进行评价并根据评价结果作出反应研究结果表明人的神经生物系统控制第二语言学习中的刺激评价和学习动机如果神经生物系统认为刺激符合学习情感和学习动机就对刺激作出肯定评价否则就作出否定评价这神经生物系统便是传递情感的通道情绪心理学的理论是研究情感因素的理论基础情绪心理过程主要包括认知过程和对待事物的心理变化过程认知过程是对信息的选择和加工过程而由人的心理变化所带来的情绪和情感能促进或阻止人的认知过程在良好情绪的状态下人的认知过程所表现出来的特征是思维敏捷﹑反应快速而情绪郁闷﹑消极时则思维凝阻﹑反应迟缓为了了解学生在实际英语学习过程中受情感因素影响的情况我们在广西师范大学外国语学院桂林电子工业学院及桂林工学院共238名本科英语专业的学生中进行了专门性的问卷调查学生生源不仅来自广西还有其他省份而且由于测试对象涵概了从低年级到高年级三个阶段调查结果带有较大的普遍性和代表性文章在问卷调查基础上对学习者在英语学习中所表现出来的情感因素进行专项分析发现情感因素如学习者的学习动机﹑态度﹑喜好等与学习效果都有密切的关系从而表明重视和研究英语教学中的情感因素对促进学习者的全面发展培养出适合二十一世纪需要的合格人才具有重要的现实意义在调查﹑分析的基础上文章着重探讨在英语教学过程中如何更好地激发学习者的积极情感因素问题指出教师首先要更新教育观念改进教学方法其次要有意识地为学习者创造良好的学习环境和氛围再次教师应成为语言学习过程中的指导者有效地启发﹑引导和帮助学习者促进他们自身的发展在这一过程中教师要时刻关注学习者的情绪表现真情地倾听他们的意见做好教学权利的合理分配保护学习者的自尊心始终保持和谐的师生关系第四教师应组织和鼓励学习者开展合作语言学习让不同水平的学习者在完成任务的过程中进行交流与合作第五教师要把培养学习者的自主学习能力放在突出位置充分发挥学习者的主观能动性提高他们学习的兴趣和积极性使学习模式丰富多彩最后4\n教师还应在英语教学中积极开展以学习任务﹑学生当时的情绪以及学生过去的体验为中心目的的人本主义学习活动以促进学生的个性发展随着人文主义心理学的发展教育中的情感因素越来越受到重视我们强调在教学中要重视情感因素并不是否定认知因素的重要性人文主义心理学强调要促进人的全面发展必须把认知和情感两个方面统一起来情感和认知不是两个对立的概念而是相辅相成的心理活动过程关注学习者的情感变化努力帮助学习者培养积极健康的情感因素乃是教师的己任关键词:英语语言学习,情感因素,认知,学习效果,个性发展5\nEmotiveFactorsandEnglishLanguageLearningAbstractPostgraduate:MaiXiaominSupervisor:ChenJitangEmotivefactorsinforeignlanguagelearninghavealwaysarousedtheresearchers’concern.Manyteachingmethods,whichappearedoneafteranotherinthepast,suchasSuggestopedia,SilentWay,CommunityLanguageLearning,TotalPhysicalResponse,havelaidstressontheemotivefactorsinlanguagelearninginaverycentralmanner.Sincethe70softhe20thcentury,thefocalpointoflanguageteachingandresearchhasshiftedfromanemphasisonhowtoteachtohowtolearnandoneoftheimportantresearchfieldsistheemotivefactor,whichwouldcausedifferentresultstothestudyofthelearners.MuchmisunderstandingofemotivefactorsstillexistsinChinanowadays.Inotherwords,whilepayingmuchattentiontothedevelopmentofstudents’knowledgeandintelligence,weusuallyoverlookthedevelopmentoftheiremotion.Asaresult,thelearnerswillhavepoorinterpersonalrelationshipsandnaturallytheywon’tbephysicallyandmentallyhealthy.What’smore,allthesewillexerciseanevilinfluenceontheirknowledgeandintelligence.Thisiswhatcannotbeignored.InEnglishlanguageteaching,theterm“emotion”isusedtoimplylearner’ssoulexperience----feelings,perception,moods,andpreferences.Generallyspeaking,theemotivefactorscanbeclassifiedintotwocategories.Oneiscalledindividualfactorswhichconcerningwiththelearner’sattitude,anxiety,inhibition,motivation,etc.Theotherreferstotheinteractiveones.Theyarethepsychologicalinfluencesuchasempathy,classroomtransactions,cross-culturalprocesses,etc,whicharecreatedinthecourseofinteractionamongthelearnersorbetweenthelearnersandteachers.Ifweviewemotionfromtheaspectoffeelingandthedegreeoftheemotionalexperience,emotivefactorscanalsobeclassifiedintothreetypes:positive,negativeandneutral.InthecourseofEnglishlearning,thelearneracquirestheinformationbythesensorynerves.Neurologistconsiderstheinformationastheresultofallkindsofstimuli.Thebrainevaluatesthestimuliitreceivesandsoonmakesaresponsetotheresultofassessment.Manyresearcheshaveshownthattheneuro-biologicalsystemofhumanbeingcandominatehisstimulativeassessmentoflearninginthecourseofsecondlanguageacquisition.Iftheneuro-biologicalsystemfeelsthatthestimulationaccordswithemotionandintentionoflearning,apositiveassessmentwillbemade.Otherwisethenegativeonewillbe.Theneuro-biologicalsystemisthechannelfortransmittingtheemotivefactors.Thetheoryofemotionalpsychologyisthetheoreticalbaseofthestudyofemotion.Theprocessofemotionalpsychologymainlyincludestheprocessofcognitionandtheprocessofpsychologicalchangeswhileapproachingtoacertainobject.Theformeristheprocessofchoiceandinformation,andthelatterreferstothefeelingsofhumanbeingcausedbythechangeofpsychologythatcanpromoteorimpedetheprocessofcognition.Thusingoodconditionofemotion,thecognitiveprocessofhumanbeingshowsthecharacteristicsofsmartthinkingandquickresponse,whileinpassiveordepressedemotion,onemaybeslowinthoughtandreacting.Inordertogetahandleontheeffectoftheemotivefactorsinstudent’sEnglishlearningpractice,weconductaspecializedsurveyamong238English-majoredstudentsfromtheCollegeofForeignstudies,GuangxiNormalUniversity,GuilinElectronicsInstitute,andGuilinTechnologyInstitute.ThestudentsarefromGuangxiZhuangAutonomousRegionandotherprovincesalike,andtheyrangefromgradeoneto6\ngradethree.Therefore,theresultofthesurveycanrepresenttheuniversalsignificance.Basedonthesurveyofquestionnaire,thethesisspeciallyanalyzesbyitemstheemotivefactorsthatlearnerspresentintheirEnglishlearningprocess,andwefindthatemotivefactorssuchasthelearners’learningmotivation,intention,interests,areallcloselyrelatedwiththeresultofEnglishlearning.Thus,thestudyofemotivefactorsinthecourseofEnglishteachingandlearningisofsignificantimportancetotheenhancingofthepersonaldevelopmentofthelearnersandtothetrainingofqualifiedpersonformeetingtheneedsofthetwenty-firstcentury.Onthebaseoftheinvestigationandanalysis,thethesisfocusesontheproblemofhowtoarousethepositiveemotivefactorsofthelearners.Itpointsoutthatteachershouldfirstimprovehis/herteachingmethodsbyrenewingtheeducationalideas.Second,it’snecessaryforteachertocreateconsciouslyagoodlearningenvironmentandatmosphereforlearners,Third,teachershouldbethefacilitatorofthelanguagelearningprocess,efficientlyinspire,guideandhelpthemtostudysoastopromotetheirpersonaldevelopment.Therefore,inthecourseofteaching,teachershouldalwayspayattentiontothelearners’emotion;listentotheirviewsonteachingsincerely;reasonablyassignthepowerofteachingandlearningtothelearnersinclass;protectthelearners’self-esteemandmaintaintheharmoniousrelationshipbetweentheteacherandlearners.Fourth,teachershouldorganizeandencouragethelearnerstostudyincooperativegroupsforthepurposeoflettingthelearnersofdifferentacademiclevelshavechancetocommunicateandcooperateinthecourseoffulfillingtheirlearningtasks.Fifth,teachershouldattachimportancetothecultivatingofthelearners’autonomouslearningabilities.He/sheshouldtrytobringtheirsubjectiveinitiativeintofullplay,toimprovetheirinterestandenthusiasmoflearning,andtomakethelearningmodebecomemorecolorful.Lastly,teachercanalsodevelopkindsoflearningprogramsinahumanisticframewhichfocusonthreemaintargets:thetaskoflanguagelearning,themoodofthegroupatthemomentandthelearners’experiencethatacquiredinthepast,thustoenhancetheirpersonaldevelopment.Withthedevelopmentofhumanismpsychology,moreandmoreimportancehasbeenattachedtotheemotivefactorsineducation.Greatlystressingontheemotivefactorsinthecourseofteachingandlearningdoesnotmeanthatwecannowbelessconcernedwiththecognitiveaspectsofthelearningprocess.Thehumanismpsychologyemphasisthatbothemotionandcognitionmustbeunitedtogetherinordertoenhancepersonaldevelopment.Theemotionandcognitionarenottheopposites,theysupplementeachotherinpsychologicalprocess.Payingattentiontothechangeofthelearners’emotionandhelpingthemtotraintheirpositiveandhealthyemotivefactorsaretheresponsibilitythatteachershouldundertake.Keywords:Englishlanguagelearning,emotivefactors,cognition,learningresult,personaldevelopment7\nＰａｒｔ　Ｉｎｔｒｏｄｕｃｔｉｏｎ　AsateacherofEnglishintheCollegeofForeignStudies,GuangxiNormalUniversityforfiveyears,IhavealwaysbeenconsideringcarefullymytreatmentoferrorsinmyteachinginordertomaintainarelaxedatmosphereinwhichmystudentsarenotafraidofspeakingEnglish.Ifeelitisimportanttocommunicatepositivemessageintheclassroomtoenhancethestudents’self-esteemsincetheirbeliefsintheirabilitiesstronglyinfluencetheirperformance.Inoticethatpersonalfactorsarecloselyrelatedtolanguagelearners’feelingsandtheirlearningbehaviors.Manyofthemajordevelopmentsinlanguageteachingaresomewayrelatedtoacknowledgeemotioninlanguagelearning.ThemethodssuchasSuggestopedia,SilentWay,CommunityLanguageLearningandTotalPhysicalResponse,alltakeintoaccounttheemotivesideoflanguagelearninginaverycentralmanner.CommunicativeLanguageTeachinghasapervasiveinfluenceonlanguageteaching,anditalsogivesemotionitsdue.“CommunicativeLanguageTeachingappealedtothosewhosoughtamorehumanisticapproachtoteaching,oneinwhichtheinteractiveprocessofcommunicationreceivedpriority.”(RichardsandRodgers1986)TheNaturalApproach,developedbyKrashenandTerrell(1983),takesemotionintoconsiderationinaprominentway.OneofthefivehypothesesinKrashen’stheoryofsecondlanguageacquisitionistheemotivefilter,andNaturalApproachclassroomactivitiesaredesignedtominimizestress.AccordingtoOatleyandJenkins(1996),theterm“emotion”isusedtoimplyawiderrangeofphenomenathathaveanythingtodowithfeelings,moods,dispositions,andpreferences.Damasio(1994)identifiesfivemajoremotions:happiness,sadness,anger,fearanddisgust.Goleman(1995)alsogroupstheemotioninbasicfamilies:anger,sadness,fear,enjoyment,love,surprise,disgustandshame.Inanattempttoprovideanorganizationalframework,wewilllookattheemotivefactorsinsecondlanguagelearningfromtwoperspectives.Onetakesthelanguagelearnerasanindividual,andtheothertreatsthelearnerasaparticipantinasocio-culturalsituation,anindividualwhoinevitablyrelatestoothers.Individualfactorsincludeanxiety,inhibition,motivation,attitude,etc.Andrelationalfactorsincludeempathy,classroomtransactions,cross-culturalprocesses,etc.Inthepresentthesis,emotivefactorswhichinfluencelanguagelearningarethemainobjectswearegoingtoreconsiderandanalyze.Wewilltrytoanswerthequestions:Whatistheroleoftheemotivefactorsinlanguageteachingandlearning?Howcanweimproveouremotionaleducationinordertoteachmoreeffectively?Duringtheprocessoflanguagelearning,thelearneracquirestheinformationbythesensorynerves.Neurologistconsiderstheinformationistheresultofallkindsofstimuli.Thebrainevaluatesthestimuliwhichisreceivedbythesensesfromthelanguagelearningsituation,eitherinthetargetlanguageenvironmentorintheclassroom,andthisappraisalleadstoanemotionalresponse.Thenoveltyappraisalassesseswhetherinternalorexternalstimulationcontainsunexpectedorfamiliarpatterns.Pleasantnessdetermineswhetheranagent,anactionoranobjectisappealingandthusfostersapproachorwhetheritisunappealingandpromotesavoidance.Thegoal/needevaluationassessesthedegreetowhichthestimuluseventisconductivetosatisfyingtheindividual’sneedsorachievinghisorhergoals.Thecopingpotentialcheckdeterminestheindividual’sabilitytocopewiththeevent.Finally,thenormcompatibilitycheckassesses(a)thecompatibilityoftheeventwithsocialorculturalnorms,orwiththeexpectationofsignificant5\nothers,and(b)thecompatibilityoftheeventwiththeindividual’sself-conceptoridealself(Scherer1984).Theneuro-biologicalbasisoftheemotivefactorsaffectsthesecondlanguagelearninggreatly.Thetheoryofemotionalpsychologyisthetheoreticalbasisofthestudyofemotivefactors.Theprocessofemotionalpsychologyincludesmainlytheprocessofcognitionandemotion.Theformeristhechoiceandtheprocessingoftheinformationandthelatterreferstothefeelingsofhumanbeingcausedbythechangeofpsychologythatcanpromoteorhindertheprocessofcognition.Becausetheinformationprocessingisorganizedandcoordinatedbythesteadypsychologicalbackgroundandthecontemporarypsychologicalcondition,theemotionandfeelingofhumancanpromoteorpreventtheprocessofcognition.Thusingoodconditionofemotion,thecognitiveprocessofhumanshowsthecharacteristicsofsmartthinkingandquickresponse,whileinpassiveordepressedconditionofemotion,onemaybeslowinthoughtandreacting.CarlRogers(1951)suggeststhathumanbeingsperceivetheirexperienceasrealityandrespondtothisperceivedrealityinawaywhichhelpstheindividualtoself-actualization.Accordingtohim,humanbeingsplaceemphasisonwhattheythinkishappening.Hestudiesthe“wholeperson”asanemotionalbeing.Hisformalprinciplesfocusonthedevelopmentofanindividual’sself-conceptandhissenseofreality.Thoseareinternalforceswhichcauseapersontoact.Inherentintheprincipleofbehavior,isthehumanbeing’sabilitytoadaptandtogrowinthedirectionthatenhanceshisexistence.Rogers’theoryhasimportantimplicationsforeducation.Thegoalofeducationisthefacilitationofchangeandlearning.Thefocusisawayfromteachingandtowardslearning.Intheprocessofeducation,whatareneededisrealfacilitatorsoflearning,andonecanonlyfacilitatebyestablishinganinterpersonalrelationshipwiththelearner.ThestudyofemotivefactorsinlanguageteachingandlearningisofsignificantimportanceforourEnglishteachingandlearninginreality.First,payingconsiderableattentiontotheemotivefactorscanleadtomoreeffectivelanguagelearning.Whendealingwiththeemotionoflanguagelearners,weneedtopayattentiontobothhowwecanovercomeproblemsresultedfromnegativeemotionsandhowwecancreateandusemorepositive,facilitativeemotions.Inthepresenceofnegativeemotionssuchasanxiety,anger,stress,fearordepression,student’slearningpotentialmaybecompromised.Anxiety,forexample,canwreakhavocwiththeneurologicalconditionsintheprefrontallobeofthebrain,preventmemoryfromoperatingproperlyandthusgreatlyreducelearningcapacity.(Stevick)Whilestrivingtodealwiththenumericallymorepredominantnegativeemotions,weshouldnotneglecttheimportanceofdevelopingthepositiveones.Stimulatingthedifferentpositiveemotionalfactors,suchasself-esteem,empathyandmotivation,cangreatlyfacilitatethelanguagelearningprocess.EvenSkinner(1957)claimedconsistentlymoreefficientlong-termretentionunderconditionsofpositivereinforcementthanavoidanceofaversivestimuli.Second,focusingeffortsontheemotivefactorsinthelanguageclassroomcanhelpsthelearnerstoenhancetheirpersonaldevelopmentforan“expandedmandate.”Thisexpandedmandatecanbefulfilledinallsubjectsacrossthecurriculum,andforeignlanguagelearning,whichfocusesonmeaningfulinteraction,isnoexception.Wehavebeenwitnessingintherecentyearsabroadeningofaimsfortheforeignlanguageclassroom.Expandedmandatehasattractedgreatattentionofmanyexpertsandscholars.Ehrman(1998)statesthatithasbecomeincreasinglyevidentthatthepurposeofclassroomlearningistoconveycontentinformation.Stevick(1998)speaksthatitcanbringtolanguageteachingaconcernfor“deeperaims”,for“pursuingnewlifegoals”,notjustforreachingcertain“languagegoals”.6\nAsweteachEnglish,wemaynotonlyimpartEnglishknowledgetothelearners,butalsoeducatethemhowtoconductthemselvesinthesocietysothattheycanbetheresponsiblemembersinthefuture.Todothis,weneedtobemoreconcernedwithboththeircognitiveandemotionalnaturesandneeds.Additionally,theemotivefactorsarenotinoppositiontothecognitivefactorsinthecourseoflearning.Itissurethattheattentiontoemotionalfactorswillnotprovidethesolutiontoalllearningproblems,thatwecannotnowbelessconcernedwiththecognitiveaspects.Butitshouldbenotedthatitwouldbeverybeneficialforlanguageteacherstofocusattimesonemotiveissues.Whenthecognitivesideandtheemotivesideareputtogether,thelearningprocesscanbeconstructedonafirmerfoundation.Neitherofthetwosidescanbeseparatedfromtheother.NeuralscientistLeDouxseesemotionandcognitionaspartnersinmind.Hepointsoutthat“mindswithoutemotionsarenotmindsatall.”Heinsiststhatnowitistime“toreunitecognitionandemotioninthemind”(1996).Grossstressesthecontributionthatemotivefactorsmakesinlearning:Insightsintothewaysinwhichourbrainsfunctionhavegeneratedtremendousexcitementinscientificandeducationalcirclesoverthepastdecade.Itisnowapparentthatlearningcanbeenlivenedandstrengthenedbyactivatingmoreofthebrain’spotential.Wecanaccelerateandenrichourlearning,byengagingthesenses,emotions,imagination.(Gross1992)Thus,therelationshipbetweenemotivefactorsandlanguagelearningisabi-directionalone.Payingattentiontoemotivefactorscanimprovelanguageteachingandlearning,andthelanguageclassroomcan,inreturn,contributeaverysignificantwaytoeducatelearnersemotionally.Forexample,cooperativelanguagelearningcanhelpthelearnerstodeveloptheirinter-personalintelligence,whichisjustoneoftheimportantaspectsinemotionaleducation.Inthenextpart,wewilldiscussinmoredetailsabouttheemotivefactorsinlanguagelearning.7\nＰａｒｔ　　Ｗｈａｔ　ａｒｅ　ｔｈｅ　Ｅｍｏｔｉｖｅ　Ｆａｃｔｏｒｓ　Inthispartofthethesis,wewillconsidersomeofthespecificwaysthatemotionrelatestosecondlanguageacquisition.WewilllookattheemotivefactorsinEnglishlanguageteachingandlearningfromtwoperspectives:individualfactorsandco-relativefactors.Inlanguagelearning,itisquiteevidentthatstrongpositiveornegativeemotionsareinvolvedinthesuccessorfailureofthelearningofthetargetlanguage.Theemotivefactorscreatethefirstfilterforthelanguageinputandhaveadecisiveimpactonthelearnerinthelanguagelearning.Therefore,asystematicinvestigationofemotiveandpersonalfactorsinlanguagelearninghasinterestedmanyresearcherssincetheearly1950s.AccordingtoKrashen(1982),one’s“emotion”towardaparticularthingoractionorsituationorexperienceishowthatthingorthatactionorthatsituationorthatexperiencefitsinwithone’sneedorpurposes,anditsresultingeffectonone’semotion.Whenweconsiderthatemotionsarecommonlyresponsestohowone’svariousneedsandpurposesareorarenotbeingmet,theinclusionofemotionalongwithneedsandpurposesisnotsurprising.Theemotivedomainhastodowiththeemotionalbehaviorofhumanbeings.Itincludessuchfactorsasattitude,motivation,anxiety,empathy,etc.Ifwebreakdownthecomponentsofhumanemotivedomain,wegetfivelevelsofemotion(Krathwohl,Bloom,andMasia1964).1.Levelone:Itisthefirstandfundamentalbeginningofreceiving.Personsmustbeawareoftheenvironmentaroundthemandbewillingtoreceiveastimulusandgivethecontrolledorselectedattentiontothestimulus.2.Leveltwo:Itisthelevelofresponding.Personsmustbewillingtorespondwithoutcoercion.3.Levelthree:Itisthelevelofvaluing.Personsmustplaceworthonathing,abehaviororaperson.Valuingtakesonthefeaturesofinternalbeliefsorattitudes.4.Levelfour:Itistheleveloforganization.Personsmustorganizevaluesintoasystemofbeliefs,determininginterrelationshipsandestablishingahierarchyofvalues.5.Levelfive:Itisthelevelofvaluesystem.Personsbecomecharacterizedbyandunderstandthemselvesintermsoftheirvaluesystem.Itisatthislevelthatproblemsolvingisapproachedinthebasisofatotal;self-consistentsystem.2.1AttitudeInlearningaforeignlanguage,learnersshowdifferentattitudetowards(1)thetarget-language,(2)targetspeakers,(3)thetarget-languageculture,(4)thesocialvalueoflearningthesecondlanguage,(5)particularusesofthetargetlanguage,and(6)themselvesasmembersoftheirownculture(Gardner,1985).Thetwosignificantkindsofattitudearetheattitudetothepeoplewhospeakthetargetlanguage,andtheattitudetothepracticalusetowhichthelearnerassumesheorshecanputthelanguagebeinglearned.Gardnersuggeststhattheeffectsofthetwokindsofattitudearedifferent:“Whereasthefirstsetofattitudesisfairlyconsistentlyrelatedtoachievement,thesecondshowsamorevariablesetofrelationships.”Baker(1988)summarizedthemaincharacteristicsofattitudesasfollows:8\n1)Attitudesarecognitive(i.e.arecapableofbeingthoughtabout)andemotive(i.e.havefeelingandemotionsattachedtothem).2)Attitudesaredimensionalratherthanbipolar----theyvaryindegreeoffavourability/unfavourability.3)Attitudespredisposeapersontoactinacertainway,buttherelationshipbetweenattitudesandactionsisnotastrongone.4)Attitudesarelearnt,notinheritedorgeneticallyendowed5)Attitudestendtopersistbuttheycanbemodifiedbyexperience.Attitudegenerallyconsistsofthreeaspects.First,cognitivecomponent:itreferstoone’sideaorbeliefabouttheobject.Second,emotionalcomponent:itreferstotheamountofpositiveornegativefeelingonehastowardstheobject.Third,behavioralcomponent:itreferstoone’sbehavioralintentions,orone’sactualbehaviortowardstheobject.Inshort,attitudemaybecognitive,emotional,orbehavioralintheirorientation.Mostofourattitudearelearnedincidentallyratherthanasaresultofpreplannedinstruction.2.2MotivationMotivationiscommonlythoughtofasaninnerdrive,impulse,emotion,ordesirethatmovesonetoaparticularaction.Motivationandattitudearecloselycorrelated.GardnerandLambert(1972)define“motivation”intermsofthesecondlanguagelearner’soverallgoalororientation,and“attitude”asthehumanbeinguniversallyhavedesiresorneedsthataremoreorlessinnate.Therearesixdesiresorneedsofhumanorganismswhichconstitutethemotivation(Ausubel,1968):(1)theneedforexploration,forseeing“theothersideofthemountain”,forprobingtheunknown;(2)Theneedformanipulation,foroperatingontheenvironmentandcausingchange;(3)theneedforactivity,formovementandexercise,bothphysicalandmental;(4)theneedforstimulation,theneedtobestimulatedbytheenvironment,byotherpeopleorbyideas,thoughts,andfeelings.(5)theneedforknowledge,theneedtoprocessandinternalizetheresultofexploration,manipulation,activity,andstimulation,toresolvecontradictions,toquestforsolutionstoproblemsandforself-consistentsystemsofknowledge;(6)theneedforegoenhancement,fortheselftobeknownandtobeacceptedandapprovedofbyothers.IntheearlyworkofGardnerandLambert(1972),motivationwasseentobedividedintotwoverygeneralorientations:integrativeandinstrumental.Theformerreferstoadesiretolearnthelanguageinordertoknowaboutorrelatetoorevenbecomepartoftargetlanguageculture,andthelatterhastodowithpracticalreasonsforlanguagelearning,suchasgettingapromotion.Wecannotsaywhichtypeofmotivationismoreeffective,whatisimportantisthedegreeofenergizingandthefirmnessofthedirectionitprovidesandthatwillalsodependonothervariableswithinthelearner.Anotherdimensionoftheintegrative/instrumentaldichotomyisbroughttolightbylookingatintrinsicandextrinsicdifferenceinmotivation.Extrinsicmotivationcomesfromthedesiretogetarewardoravoidpunishment;thefocusisonsomethingexternaltothelearningactivityitself.Withintrinsicmotivationthelearningexperienceisitsownreward.Thesedifferencesarefactorsofthesourcesofmotivation:doesthe9\nmotivationgenerallystemfromwithinoneselforfromotherpeople?Bothintegrativeandinstrumentalmotivationscanbeeitherintrinsicorextrinsic.2.3AnxietyAnxietyisquitepossibletheemotionalfactorthatmostpervasivelyobstructsthelearningprocess.Itisassociatedwithnegativefeelingssuchasuneasiness,frustration,self-doubt,apprehensionandtension.Anxietylevelisonemeasureofself-confidence.Itcanbeexperiencedatvariouslevels.Atthedeepestlevel,itistraitanxiety,amorepermanentpredispositiontobeanxious.Atasituationlevel,stateanxietyisexperiencedinrelationtosomeparticulareventoract.Itisnotalwaysclearhowforeignlanguageanxietycomesintobeing.Researchevidenceshowsthatanxietycomesfromaconsiderablenumberofpotentialsources.Atleast,foursourcesofanxietycanbeidentifiedinthelanguageclassroom.(a)personalanxieties(b)learner’sbeliefsaboutlanguagelearning(c)teacher’sbeliefsaboutlanguagelearning(c)teacher-learnerinteractionItispossibleinsomecasesthatthemethodologyusedcancontributetofurtheringanxiety.Withthegrammar-translationmethodonemightassumeareductionofthepossibilityofanxiety,sincethelearnershaverelativelylittleofthemselvesinvestedintheactivitiesrequired.However,withtheadventofmethodswhichfocusoncommunication,andespeciallycommunicationinvolvingmorepersonalaspectsofone’sbeing,suchasfeeling,ifcareisnottakentoprovideanemotionallysafeatmosphere,thechanceforthedevelopmentofanxiety-provokingsituationscanincreasegreatly.2.4InhibitionAllhumanbeings,intheirunderstandingofthemselves,buildsetsofdefensestoprotecttheego.Inhibitionreferstothebuildingofdefensesaroundouregos.Thepersonswithhigherself-esteemandegostrengtharemoreabletowithstandthreatstotheirexistenceandthustheirdefensesarelower.Thosewithweakerself-esteemmaintainwallsofinhibitiontoprotectwhatisself-perceivedtobeaweakorfragileego,oralackofself-confidenceinasituationortask.Anyonewhohaslearnedaforeignlanguageisactuallyawarethatmakingmistakesisimplicitinsecondlanguagelearning.Whenlearningsecondlanguage,wehavetobeableto“gamble”abit,tobewillingtotryouthunchesaboutthelanguageandtotakeareasonableriskofbeingwrong.Inhibitionsdevelopwhensmallchildrengraduallylearntoidentifyaselfthatisdistinctfromothers,andtheiremotionaltraitsbegintoform.Withgreaterawarenesscomestheneedtoprotectafragileego,byavoidingwhatevermightthreatentheself.Strongcriticismandwordsofridiculecangreatlyweakentheego,andtheweakertheego,thehigherthewallsofinhibition.Mistakescanbeviewedasthreatstoone’sego.Theyposebothinternalandexternalthreats.Internally,one’scriticalselfandone’sperformingselfcanbeconflict:thelearnerperformssomething“wrong”andbecomescriticalofhisorherownmistakes.Externally,thelearnerperceivesothersexercisingtheircritical10\nselves,evenjudginghisverypersonwhenheorsheblundersinasecondlanguage.Butlearnerscanreallymakeprogressbylearningfrommakingmistakes,ifweneverventuredtospeakasentenceuntilwewereabsolutelycertainofitstotalcorrectness,wewouldneverbeabletocommunicateproductivelyatall.2.5Self-esteemSelf-esteemhastodowiththeinevitableevaluationsonemakesaboutone’sownworth.Itisabasicrequirementforsuccessfulcognitiveandemotionalactivity.Self-esteemisprobablythemostpervasiveaspectofanyhumanbehavior.Personalitydevelopmentuniversallyinvolvesthegrowthofaperson’sconceptofself,acceptanceofselfandreflectionofselfasseenintheinteractionbetweenselfandothers.Manyresearchfindingsclaimthatnosuccessfullearningactivitycanbecarriedoutwithoutsomedegreeofself-esteem,self-confidenceandegocentric.Self-esteemcontainsthreelevels(Brown1987):Levelone:Globalself-esteem.Thistypeofself-esteemisthoughttoberelativelystableinamatureadult,andresiststoanychangeexpectbyactiveandextendedtherapy.Leveltwo:Situationalself-esteem.Thistypeofself-esteemreferstoone’sappraisalsofoneselfincertainlifesituations,suchassocialinteraction,work,education,homeoroncertainrelativelydiscretelydefinedtraits.Levelthree:Taskself-esteem.Insecondlanguagelearning,thistypeofself-esteemrelatestoparticulartaskswithinspecificsituations,suchasone’sself-evaluationofaparticularaspectofthesecondlanguagelearningprocess.Extensiveresearchindicatesconclusivelythatthecognitiveaspectsoflearningarefosteredinanatmosphereinwhichself-esteemispromoted(WaltzandBleuer1992).Learners’self-esteemcanbeanimportantaspectinunderstandinghowtheydealwithlanguagelearningtasks.However,manylearnersarecaughtinaviciouscycle.Theydoubtthattheycanperformwellinacertainactivity.Sotheyavoidit.Becausetheyavoidit,theyarereluctanttopracticeintheactivityanddonotrespondactively.Inthiscase,itistheteacher’sresponsibilitytoexertconsiderableinfluenceonthedirectionoflearner’sself-esteembycommunicatingeffectivelywithhim/herandenhancinghis/herself-confidence.Ontheotherhand,thestudents’self-esteemcandevelopfromtheirsuccessfulperformancesofclassroomtasks.Thelanguageteachersshouldtrytoestablishthemostpositivelearningenvironmentandstructurelearningobjectivesinaccordancewiththestudents’abilities.2.6Extroversion/IntroversionExtrovertsareoftenstereotypedasbeingoutgoingandtalkativeand,therefore,betterlanguagelearners,sincetheyaremorelikelytoparticipateopenlyintheclassroomandseekoutopportunitiestopractice.Introvertsmightbeconsideredlessaptlanguagelearners,sincetheyseemtobetooreserved,tooself-restrained.Infact,extroversionistheothermeasureofself-confidence.Extroversionistheextenttowhichaperson11\nhasadeep-seatedneedtoreceiveegoenhancement,self-esteem,andasenseofwholenessfromotherpeopleasopposedtoreceivingthataffirmationwithinoneself.Thetypicalextrovertsaresociable,likeparties,havemanyfriends,needtohavepeopletotalkto,ortoaccompanythem.Extrovertstudentsarelabeledasoutgoing,adventuresome,talkative,sociableandnotfondofstudyingbythemselves.Theyenjoyexcitement,takechancesandmakequickdecisions.Introversionreferstothedegreethatindividualsderivethesenseofwholenessfromwithinthemselves.Anintrovertpersonhasthetendencytowithdrawfromsocialinteractionandbepreoccupiedwithinnerthoughtsandfeelings.Hemaybeveryquietandlikesbooksratherthanfriends,hedoesnotmakefriendseasilyandtendstoplanthingscarefullyinadvance.Introvertstudentsarereserved,shy,quietandcarefulintheirlanguagelearning.Butintrovertscanhaveagreatinnerstrengthofcharacterandmayshowhighdegreesofempathy,bothqualitiesbeingusefulforlanguagelearning.Consequently,theydonotnecessarilyhavethehigheregobarrierscharacteristicofinhibition.2.7EmpathyIncommonterminology,empathycanbedefinedas“theabilitytoputoneselfinanother’sshoes”ofreachingbeyondtheselfandunderstandingandfeelingwhatanotherpersonisunderstandingorfeeling,i.e.theabilitytoshareanother’semotionsorfeelings.Itreferstotheprojectionofone’sownpersonalityintothepersonalityofanotherinordertounderstandhimbetter.Psychologistshavefounditdifficulttodefineempathy.Empathyisafactor,perhapsthemostimportantone,intheharmoniouscoexistenceofindividualsinsociety.Itiscloselyrelatedtoculturalrelativity,whichfreesusfromourconditioningandhelpsustorecognizethatourwayisnottheonlywayandpossiblynoteventhebestway.Itisgenerallyagreedthattherearetwonecessaryaspectsofthedevelopmentandexercisingofempathy.First,anawarenessandknowledgeofone’sownfeelings;second,identificationwithanotherperson,inotherwords,youcannotfullyempathizeorknowsomeoneelseuntilyouadequatelyknowyourself.Asteachersmoveintoclosercontactwiththeirownfeelings,theywillbebetterabletomodelempatheticbehaviorintheirdealingwithstudentsandtoleadthemtogreatercross-culturalempathy.Asappliedtotheforeignlanguagelearning,thetermofempathyreferstotheabilityoftheforeignlanguagelearnertoidentifywiththecommunicativebehaviorofusersofthetargetlanguage.Inordertocommunicateeffectivelyyouneedtobeabletounderstandtheotherperson’semotionalandcognitivestate;communicationbreaksdowniffalsepresuppositionsandassumptionsaremadeabouttheotherperson’sstate.Inordertomaketheassumptionscorrectlyweneedtogobeyondouregoboundariessothatwecansendandreceivemessageclearly.2.8ClassroomtransactionsFrancisBailey(1996)regardsthesocialstructureoftheclassroomas“akindof‘culture’whichiscreatedoutofthecommunalinteractionsamongcourseparticipants”.Inthisspecialsocietyestablishedwithintheclassroom,theemotionaldimensionoftherelationshipsamongthelearner,theteacherandtheother12\nlearnerscangreatlyinfluencethedirectionandtheoutcomeoftheexperience.AsAngiMalderezpointsout(1994),theimportanceofemotionforwhatoccursintheclassroomcanbeseenintheshiftinthedominantmetaphorfortheteaching/learningprocessfromtransmissiontodialogue;whichinvolvespeopleinnegotiationofmeaning.Whatisimportantintheendisnotthatwordshavemeaningsbutratherthatpeoplehavemeaningstheyusewordstoconvey(personalcommunication).Sincethe1970s,theroleoffacilitationineducationhasbecomeincreasinglyimportant.Basicallyitreferredtonon-directivevs.directiveformsofinteraction.Facilitatorsshouldbesensitivetothecharacteristicsofthegrouptheyareworkingwithandawareoftheprocessesdevelopingthere.Heron(1989)describesgroupdynamicsas“thecombinedconfigurationofmental,emotionalandphysicalenergyinthegroupatanygiventime;andthewaythisconfigurationundergoeschange”.Itisveryimportanttodeterminethesuccessorfailureofalearningexperiencebecause,asHeronnotes,“thegroupdynamiccouldalsobecalledtheemotionaldynamic:itisgroundedinthelifeoffeeling---whichisatthecoreofthegroup’sstateofbeing”(1989).Muchoftheworkdonebythefacilitatorwiththegroupdynamicswillbemanagingemotionalstates---encouragingpositiveonesandfindingwaystoovercomethenegativeonesandutilizingbothforgrowth.2.9Cross-culturalprocessesSecondlanguagelearningofteninvolvesparticularemotionaldifficultiesproducedbytheconfrontationbetweentwocultures.Inasecondlanguagesituationthelearnerisnotonlyfacedwiththetargetlanguagebutalsowiththetargetculture.“Culture”isamentalconstruct,aconceptualnetworkthatevolveswithinagrouptoprovideamanageableorganizationofreality.Itwillinvolveideas,beliefs,customs,skills,artsandsoforth,anditfillsdefinitebiologicalandpsychologicalneedsandestablishesfortheindividualacontextofcognitiveandemotionalbehavior.InGeertHofstede’sinfluentialworkCulturesandOrganizations(1991),hereferstocultureasthe“softwareofthemind”,asortofmentalprogrammingofthememberofasocialgroupwhichconditionstheirbehavior.Generally,forsuccessfulsecondlanguagelearningtooccur,learners“mustbebothableandwillingtoadoptvariousaspectsofbehavior,includingverbalbehavior,whichcharacterizesmembersoftheotherlinguistic-culturalgroup”(Lambert1967).Schumanndefinesacculturationas“thesocialandpsychologicalintegrationofthelearnerwiththetargetlanguagegroup”(1986)andsuggeststhatthiscombinationofsocialandemotionalfactorsisasignificantcausalvariableinsecondlanguageacquisition,sincelearnerswilllearnthelanguagetothedegreethattheyacculturate.Whenthesecondlanguagelearnerscomeintocontactwithanothercultureandinsomewaymustincorporateatleastpartofitintotheirwayofthinkingandbeingandofexperiencingreality,theremayoftenbemajoremotionaldisruptions.Cultureshockisacommonexperienceforapersonlearningasecondlanguageinasecondculture.Browndescribescultureshockasfollowing:Cultureshockisassociatedwithfeelingsinthelearnerofestrangement,anger,hostility,indecision,frustration,unhappiness,sadness,loneliness,homesickness,andevenphysicalillness.Personsundergoingcultureshockviewtheirnewworldoutofresentmentandalternatebetweenbeingangryatothersfornotunderstandingthemandbeingfilledwithself-pity.(1994)PeterAdler(1972)describescultureshockinmoretechnicalpsychologicalterms.Accordingtohim,13\ncultureshockisoneoffoursuccessivestagesofacculturation.Thefirststageisastateofexcitementaboutthenewculture.Thesecondstagewouldbecultureshock,whichappearsasculturaldifferencesintrudeintoimagesofselfandsecurity.Thethirdstageistypifiedbyculturestress,someproblemsofacculturationaresolvedwhileotherproblemscontinueforsometime,astheindividualbeginstoacceptmoreaspectsofthenewculture.Thefourthstagerepresentsassimilationoradaptation,acceptanceofnewcultureandself-confidence2.10SocialeffectsBecauselanguageisprimarilyasocialmechanism,itislearnedinsocialcontexts.Eveninthelearningofafirstlanguagewherethebiologicalbasisisimportant,thereisstronginfluencefromsocialfactorsconcernedwiththespecialrelationofchildandcaretaker.Theprocessoffirstlanguagelearningcanbebetterunderstoodifthesocialdimensionisincluded.Socialfactorshaveevenmoreimportanceinthecaseofsecondlanguagelearningbecauseofthegreatercomplexityofthesecondlanguagelearner’ssocialcontextandtheresultingincreaseinitsabilitytocausevariability.AccordingtoBernardSpolsky(1989),thesocialcontextwasassumedtoinfluencesecondlanguagelearningintwoindirectbutessentialways.First,itplaysamajorroleindevelopinginthelearnerthesetofattitudestowardsthelanguagebeinglearned,itsspeakers,andthelanguagelearningsituationthatarehypothesizedtoinfluencemotivationdirectly.Second,itdeterminesthesocialprovisionoflanguagelearningsituationsandopportunitiesofvariouskinds.Ifdesirableattitudescouldbeidentified,agreeduponbythecommunityandtaughtaspartofeducationalprograms,thencommunicationandinteractionamongdifferentpeopleandcommunitieswouldbegreatlyfacilitated.Alltheemotivefactorsmentionedabovecanbeconnectedwitheachotherandallofthemarecloselyrelatedtotheresultofforeignlanguagelearning.Inthenextpart,wewillhaveananalysisofthecasestudytosupporttheidea.14\nＰａｒｔ　　Ｃａｓｅ　Ｓｔｕｄｙ　ｏｆ　Ｅｍｏｔｉｖｅ　Ｆａｃｔｏｒｓ　ｉｎ　Ｅｎｇｌｉｓｈ　Ｌｅａｒｎｉｎｇ　Manyresearcheshavepointedoutthatemotivefactorsplayanimportantroleinlanguagelearning.ThisiswhatwecanseeinPart,whichwehavejustdiscussed.WearenowgoingtomakeacasestudyandtrytofindouthowemotivefactorsaffectourcollegestudentswhentheyarelearningEnglishinthispart.3.1Aboutthecasestudy1.Weconductthesurveyamong238undergraduates(thereafterreferredtoas“students”)whoaremajoringinEnglishlanguage.ThereasonwhyIchoosethiskindofstudentsastheobjectsofthesurveyisthattheyrepresentanimportantgroupoftheEnglishlanguagelearnersinChina.AndIamateacherofEnglishintheCollegeofForeignStudies,Ihopetofocusthestudyonmyteachingfieldsoastodrawsomevaluableinspirationfromit.ThismayprovidesomehelptomyEnglishteaching.2.TherespondentsarestudentsfromtheForeignLanguagesDepartmentofGuilinElectronicsInstitute,theForeignLanguagesDepartmentofGuilinTechnologyInstituteandtheCollegeofForeignstudies,GuangxiNormalUniversity.Thenumbersofstudentsareasfollows:twenty-one,twenty-sevenandonehundredandninety.ThestudentsarefromGuangxiZhuangAutonomousRegionandotherprovincesandtheyrangefromgradeonetogradethree.Therefore,theresultofthesurveycanrepresenttheuniversalsignificance.3.Altogethertherearetenquestionsinthequestionnaire,allthequestionsarerelatedtoemotivefactorsinEnglishlanguagelearning.Threetofivemultiplechoicesareprovidedtoeachofthequestionsandoneormorethanonechoicescanbechoseniftheyarepossible.Thefullquestionnairefollows:Questionnaire1).WhydoyouchooseEnglishasyourmajor?Because____A.Iaminterestedinlearningit.B.Englishispopular.C.ofotherperson’ssuggestionD.Iwanttogoabroad.2).AreyouconfidentinyourabilityofEnglishlearning?A.Veryconfident.B.Quiteconfident.C.Notveryconfident.D.Notconfident.3).What’syourattitudetowardsotherperson’sevaluation?A.Iwouldliketoobtainajustandfairevaluationfromotherperson.B.Iwouldlikeotherpersonstogivemetheirdirectionsandadvice.C.Idonotcareaboutotherperson’sevaluation.D.IwouldliketomakeadvanceinadversityintheEnglishlearningprocess.4).DoyouliketotakepartinEnglishlearningactivities?A.ItakepartinallkindsofEnglishlearningactivitiesactivelyandpositively.B.Iprefertoparticipateinpairorsmallgroupworkratherthanclassorotherpublicactivities.C.Iseldomtakepartintheactivitiesonmyowninitiative.D.Iparticipateinaslessaspossibleinordertoavoidmakingmistakesandlosingface.5).Whichteachingformishelpfultoyourstudy?15\nA.Theforminwhichbothteacherandstudentscanparticipateandbilateralactivitiesareactiveandhelpful.B.Theteacherexplainsthoroughlythedifficultpointsinthelearningmaterialsandthenletstudentsstudyindependently.C.Theteachingformthatstudentshavegreatchancetotakepartintheclassorganizedbyteacherishelpful.D.Ilikejustlisteningtotheteacherandtakingnoteswithoutparticipatinginotheractivitiesinclass.6).WhatwouldyoudowhenyoumeetwithdifficultiesinEnglishlearning?A.Iwouldtrytofindoutthesolutionsbymyself.B.Iwouldaskforhelpimmediately.C.Iwouldadoptanindifferentattitude.7).DoyouhaveconfidenceinEnglishlisteningandspeaking?A.Ofcourse,Ido.B.Ihavefairlyconfidence.C.Ihavelittleconfidence.D.Ihavenoconfidenceatall,Ievenfeelannoyedoranxiousaboutthat.8).Doyouhaveconfidenceintheaspectsofreadingandwriting?A.Ofcourse,Ido.B.Ihavefairlyconfidence.C.Ihavealittleconfidence.D.Ihavenoconfidenceatall,Ievenfeelannoyedoranxiousaboutthat.9).DoyouhaveanyproblemsinyourEnglishcommunicationwithothers?A.Icancommunicatewithothersfairlyandsmoothly.B.Ihavedifficultiesinunderstandingothers.C.IusuallyfeelthatIamnotunderstood.D.Wedon’tunderstandeachotherwhenIcommunicatewithothers.10).HowareyourbackgroundknowledgeofEnglishandChinese?A.IhavefairbackgroundknowledgeofbothEnglishandChineseB.Mybackgroundknowledgeofthesetwolanguagesisattheaveragelevel.C.IhavefairlygoodbackgroundknowledgeofChinesewhileI’mnotconfidentofmybackgroundknowledgeofEnglish.D.IhavefairlygoodbackgroundknowledgeofEnglishwhileI’mnotconfidentofmybackgroundknowledgeofChinese.E.IhavepoorbackgroundknowledgeofEnglishandChinese.4.Inordertoperceivingthedifferencethatemotivefactorsaffectdifferentlevelsofstudents,wehaveclassified95respondentsintothreelevelsof“A”,“B”and“C”accordingtotheiracademicrecordsandperformancesintheclass.“A”isabovetheaverage,“B”isattheaverageleveland“C”isbelowtheaverage.Thecriteriaofclassificationcannotbeverystrict,butitstillprovidesageneralideaforthestudy.5.Theresultofthecasestudy:16\nTable1Generaldataofthequestionnaire(“A”,“B”,“C”,“D”and“E”refertothemultiplechoicesofthequestions)Classifieddataofthequestionnaire(“A”,“B”,“C”,“D”and“E”refertothemultiplechoicesofthequestions.“LevelA”referstothestudentsabovetheaverage,“LevelB”istheaverageand“LevelC”isbelowtheaverage.)Table2Table317AnswersQuestionsABCDEQuestion168%39%33%14%Question232%46%21%1%Question330%66%7%17%Question437%42%18%3%Question517%74%3%24%Question690%7%3%Question717%34%45%4%Question824%53%18%5%Question916%25%13%46%Question1012%48%27%10%3%Question1AnswerLevelABCDLevelA70%30%17%9%LevelB56%36%32%3%LevelC21%33%58%4%Question2AnswerLevelABCDLevelA43%57%LevelB19%55%29%LevelC4%42%48%6%\nTable4Table5Table6Table7Table8Table918Question3AnswerLevelABCDLevelA35%57%9%22%LevelB32%45%10%13%LevelC22%57%13%13%Question7AnswerLevelABCDLevelA12%66%22%LevelB10%23%65%3%LevelC4%22%65%9%Question8AnswerLevelABCDLevelA30%65%4%LevelB16%39%45%LevelC13%22%61%4%Question4AnswerLevelABCDLevelA43%52%4%LevelB23%45%26%3%LevelC21%35%33%18%Question5AnswerLevelABCDLevelA9%57%48%LevelB3%65%35%LevelC4%83%4%13%Question6AnswerLevelABCDLevelA100%LevelB90%10%LevelC87%9%4%\nTable10Table113.2AnalysisofthecasestudyForthefirstquestion,manystudentshavechosenmorethanoneanswer.Sixty-eightpercentofthestudentshavechosentheanswerof“interest”,thirty-ninepercentofthemhavechosen“Englishispopular”,thirty-threepercentofthemhavechosen“otherperson’ssuggestion”,whereasonlyfourteenpercenthavechosentheanswerof“Iwanttogoabroad”.Seventypercentofthestudentsoflevel“A”chooseEnglishastheirmajorbecauseoftheirinterest.Thisisthehighestpercentageofthethreelevels.Amongthestudentsoflevel“B”,fifty-sixpercentofthemstudyEnglishbecausetheyareinterestedinthissubject.Thedataalsoshowsgreatlydifferenceinthechoiceof“becauseofotherperson’ssuggestion”.Ashighasfifty-eightpercentofthestudentsoflevel“C”choosethisanswer,butforthestudentsoflevel“A”and“B”,thepercentagesareseventeenandthirty-two.Asforthechoiceof“Englishispopular”and“Iwanttogoabroad”,thedatashowsalittledifferenceamongthestudentsofthesethreelevels.Asforthesecondquestion“DoyouhaveconfidenceinyourabilityofEnglishlearning?”,thirty-twostudentsanswered,“Veryconfident”,forty-sixpercentofthestudentshavechosentheanswer“Quiteconfident”.However,twenty-onepercentofthemhaveshownthattheyarenotveryconfident,andonlyonepercentofthemhavenoconfidence.Accordingtothedata,wecanseethatforty-threepercentofthestudentsoflevel“A”haveconfidenceintheirabilitiesofEnglishlearning.Fifty-sevenofthemhavechosentheitem“fairlyconfident”,andnotastudentofthislevelselecteditem“D”.Ifwecomparethedataofstudentsoflevel“A”withthatoflevel“B”,wecanalsoseethatthepercentageofthestudentswhoareconfidentintheirEnglishlearninghasreducedtothedegreeofalittlemorethenhalf.Andtwenty-ninepercentofthestudentsoflevel“B”showlessconfidenceinEnglishlearning.Onlyfourpercentofthestudentsoflevel“C”areconfidentoftheirEnglishlearning,whilenearlyhalfofthemshowlessconfidenceinEnglishlearningandsixpercentofthemregardthemashavingnoconfidenceatall.Withregardtothe“attitudetowardsotherperson’sevaluation”,thequestionnaireshowsthatthirtypercentofthestudentswouldliketoobtainjustandfairevaluationfromotherperson.Sixty-sixpercentofthemwouldliketohavethedirectionsandadvicegivenbyothers.Onlysevenpercentofthestudentsdonot19Question9AnswerLevelABCDLevelA13%22%6%63%LevelB26%23%10%42%LevelC48%22%9%22%Question10AnswerLevelABCDELevelA22%47%26%5%LevelB6%50%30%11%3%LevelC3%42%32%15%8%\ncareaboutothers’evaluationandseventeenpercentofthemwouldliketomakeadvanceinadversityintheEnglishlearningprocess.Forthisquestionsomestudentscanhavetwoorthreechoices.Thisgroupofdatashowsusaclearpictureofthestudents’differenceintheirattitudestowardsothers’evaluation.Ifwecomparethepercentageofthestudentsoflevel“A”withthatoflevel“B”and“C”,wemayfindthatthereisonlyaslightdifferencebetween“A”and“B”,whereasthedifferencebetween“A”and“C”isnotable.Butmorestudentsoflevel“A”(22%)wouldliketomakeadvanceinadversityinEnglishlearningprocess.Connerningquestionfourwhichdealswith“thestudents’anxietyandinhibition”thattheypresentintheEnglishlearningactivities,wecanknowclearlythatthirty-sevenpercentofthestudentscantakepartinallkindsofEnglishlearningactivities,activelyandpositively.Forty-twoofthemprefertoparticipateinpairorsmallgroupworkratherthanclassorotherpublicactivities.Eighteenpercentofthemhaveshownthattheyseldomtakepartintheactivitiesontheirowninitiativeandthreepercentofthemparticipateinaslessaspossibleinordertoavoidmakingmistakesandlosingface.Ingeneral,neareightypercentofthestudentswouldliketotakepartinkindsofEnglishactivities.Moststudentsoflevel“A”liketoparticipateinEnglishlearningactivities.Forty-threepercentofthemalwaystakepartinallkindsofEnglishactivitiesasmuchaspossibleandfifty-twopercentofthemliketoparticipateingrouporpairwork.Thedatashowsmorestudentsoflevels“B”and“C”holdindifferentattitudetowardsEnglishlearningactivitiesoravoidparticipatinginthem.Astothequestionaboutteachingformthatishelpfultotheirstudy,someofthestudentshavechosenmorethanoneanswer.Seventy-fourpercentofthemshowtheirpreferenceoftheforminwhichbothteacherandstudentscanparticipateandinwhichbilateralactivitiesareactive.Twenty-fourpercentofthestudentsthinkitwouldbehelpfuliftheteacherexplainsallthedifficultpointsinthelearningmaterialscarefullyandthenlettheythemselvesstudyindependently.Thereareseventeenpercentofthestudentswhoprefertheteachingformthatstudentshavegreatchancetotakepartintheclassorganizedbyteacher.Onlythreepercentofthemliketojustlistentotheteacherandtakenoteswithoutparticipatinginotheractivitiesintheclass.Itwonderfultoseethatmostofstudentsareeagertobecometheparticipantsoftheclass,tosharesomethingwiththeteacherinclassandtoexperiencethelearningprocesspositively.Morethanhalfofthestudentsofeachlevelthinktheformthatmadebybothteacherandstudents,inwhichbilateralactivitiesareactive,ishelpfultotheirstudy.Butthedataalsoshowsthepercentageofthestudentswhopreferstudyingindependentlywiththehelpofteacherisdecreasingbydegreesfromlevel“A”tolevel“B”and“C”(48%,35%,13%).Onlyfourpercentofthestudentsoflevel“C”enjoylisteningtotheteacherandtakingnotes,passivelyandmechanically.Fromthequestionnaire,wecanseethatwhenthestudentsmeetwithdifficultiesinEnglishlearning,ninetypercentofthemwouldtrytofindoutthesolutionsbythemselves;sevenpercentofthemwouldaskforhelpimmediatelyandonlythreepercentwouldadoptanindifferentattitude.WecanseefromthequestionnairethatmostofthestudentsinthesurveyhavetheabilityoflearningEnglishindependently.Allthestudentsoflevel“A”wouldtrytofindthesolutionsthemselves.Amongthestudentsoflevel“B”,therearetenpercentofthemwouldaskforhelp,thepercentageisnineforthisiteminlevel“C”.Fourpercentofthestudentsoflevel“C”wouldadoptanindifferentattitude.Regardingthestudents’confidenceinlisteningandspeaking,onlyseventeenpercentofthemholdaffirmativeanswer.Thirty-fourpercentofthestudentssaytheyarefairlyconfident.Tooursurprise,ashighas20\nforty-fivepercentofthemhavelittleconfidenceinlisteningandspeaking.Andonlyfourpercenthavenoconfidenceatall,theyevenfeelannoyedoranxiousaboutthat.Thepercentageofthestudentsoflevel“A”and“B”(12%,10%)arealmostthesamefortheitemof“veryconfident”,whilestudentsoflevel“C”isverylow(4%).Agoodmanystudents(66%)oflevel“A”showthattheyhavefairlyconfidenceintheirEnglishlisteningandspeaking.Sixty-fivepercentofthestudentsoflevels“B”and“C”makethechoiceof“havinglittleconfidence”inEnglishlisteningandspeaking.Nostudentsoflevel“A”thinktheyhavenoconfidence,butthepercentagesare3%and9%forthestudentsoflevel“B”and“C”.Thingsseembetterfortheitemofthestudents’Englishreadingandwriting.Twenty-fourpercentofthemhaveconfidenceinthesetwoaspects,fifty-threepercentofthemarefairlyconfident.EighteenpercenthavealittleconfidenceinEnglishreadingandwriting.Onlyfivepercentarenotconfident.Comparingwiththedataofquestionseven,wecanseethatcollegestudentsmajoredinEnglisharemoreconfidentofreadingandwriting.Thefactshaveprovedthatmostofthestudentscandoreadingandwritingbetterthanlisteningandspeaking.Thisgroupofdatashowsthatthestudentsoflevel“A”aremuchmoreconfidentthanthatoflevel“B”and“C”.Thirtypercentofthestudentsoflevel“A”feelsureabouttheirconfidenceinEnglishreadingandwriting,butmerelysixteenandthirteenpercentofthestudentsoflevel“B”and“C”haveconfidence.Inaddition,morestudentsoflevel“A”(65%)havefairconfidencethanthatoflevel“B”(39%)and“C”(22%).Afewstudentsoflevel“A”(4%)thinktheylackconfidencewhereasthestudentsoflevel“B”and“C”havehighpercentageof45%and61%.Fourpercentofthestudentsoflevel“C”havechosentheitemof“notconfidentatall”.Concernedwiththequestionof“thestudents’Englishcommunication”,Thequestionnaireshowsthatforty-sixpercentofthemshowthattheycancommunicatewithothersfairlyandsmoothly.Sixteenpercentofthemhavedifficultiesinunderstandingothers,whiletwenty-fivepercentofthestudentsfeelusuallythattheyarenotunderstood.Therearestillthirteenpercentofthestudentswhodon’tunderstandeachotherwhentheycommunicatewithothersinEnglish.Sixty-threepercentofthestudentsoflevel“A”canalwayscommunicatesmoothlywithothersinEnglish.Butonlyforty-twopercentofthestudentsoflevel“B”andtwenty-twopercentofstudentsoflevel“C”candothat.Asforthechoiceof“Iseldomunderstandothers”,thepercentageofstudentsisincreasingfromlevel“A”tolevel“C”.Thedatashowsnogreatdifferenceinthechoiceof“theothersdon’tunderstandmetalkinginEnglish”andthechoiceof“wedon’tunderstandeachother”.Butthepercentageofthelatterchoiceiscomparativelylow.Thelastquestionisabout“thestudents’EnglishandChinesebackgroundknowledge”.Thedatatellsusthattwelvepercentofthestudentshavechosentheanswerof“havingfairbackgroundknowledgeofbothEnglishandChinese.”Forty-eightpercentadmitthattheirbackgroundknowledgeofthesetwolanguagesisattheaveragelevel.Twenty-sevenpercenthavefairlygoodbackgroundknowledgeofChinesewhiletheyarenotconfidentoftheirknowledgeofEnglish,tenpercentofthestudentsarejusttheopposite.ThreepercentofthemfeeltheyhavepoorbackgroundknowledgeofbothEnglishandChinese.ItshowsinTable11thattwenty-twopercentofthestudentsoflevel“A”regardthemashavinggoodbackgroundknowledgeofbothEnglishandChinese,whilethepercentagesaresixandthreeforthestudentsoflevel“B”and“C”.Manystudentsthinktheirbackgroundknowledgeofthesetwolanguagesistheaverage.21\nAmongthestudentsoflevel“B”and“C”,therearethreeandeightpercentofthestudentsthinkthattheyareindesperateneedofbackgroundknowledgeofthesetwolanguages.ThestudentswhothinktheyarepoorinthesetwoaspectsalwaysfeelthatitishardforthemtolearnEnglishwell.3.3DiscussionofthecasestudyThedatawegetfromthequestionnaireandtheanalysisonthedatahelpustogetahandleontheeffectoftheemotivefactorsinstudent’sEnglishlearningpractice.Baseonthesedata,wearenowgoingtodiscussaboutwhatthecasestudyinspireusandtheroleoftheemotivefactorsinEnglishlanguagelearning.3.3.1WhatdoesthecasestudyinspireusThedataofthequestionnaireshowsthatthestudentswhohavemadeagoodscholarshiprecordincollegehavemoreintrinsicmotivationintheirEnglishlearning.Motivationiscommonlyclassifiedintointrinsicandextrinsicmotivation.Doesthemotivationgenerallystemfromwithinoneselforfromotherpeople?Ormotivationcanalsobeclassifiedintointegrativeandinstrumentalmotivation.Ifitcanbe,doesthelearnerwanttoachieveproficiencyinasecondlanguageinordertoknowabouttheotherculture,toparticipateinthelifeoftheothercommunityorjusttogetagoodjob?Mostsituationsinvolveamixtureoftypesofmotivations.Itisreasonabletoassumethatourlanguagelearnerswillgenerallyhaveabetterchanceofsuccesswiththedevelopmentofintrinsicformsofmotivation,inwhichtheylearnfortheirownpersonalreasonsofachievingcompetenceandautonomy,althoughfeedbackleadingtoincreasedfeelingsofcompetenceandself-determinationisoneextrinsicrewardshowntofurtherintrinsicmotivation(Brown1994).TheresultsshowthatmostofthestudentsareveryorquiteconfidentoftheirabilitiesofEnglishlearning.Sinceself-esteemhastodowiththeinevitableevaluationsofone’sownworthhe/shemakes,theresultalsoindicatesthattheself-esteemofmoststudentsisquitehigh,itisafavorablemotivationfortheirEnglishlanguagelearning.Asmanyresearchfindingsclaimthatnosuccessfullearningactivitycanbecarriedoutwithoutsomedegreeofself-esteem,self-confidenceandegocentric.Fromthedatawecanknowthatthestudentsofhighlevelareevidentlymoreconfidentthanthoseoflowlevel.Wecanbeinformedbythedatathatmostofthestudentscareaboutotherpeople’sevaluation.Attitudescanbecognitive,emotionalorsocialintheirorientationaswehavediscussed.Historically,attitudeshavebeenconsideredwithsocialorientation,becauselanguageislearnedinacertainsocialcontext.Thisshowsthatthesocialaspectisanimportantcomponentofattitude.Ifdesirableattitudescouldbeidentifiedandagreeduponbythesociety,theinitiativeoflearningwouldbegreatlypromoted.FromthedataweknowthattherearestillaconsiderablenumberofstudentswhoexperienceanxietyandinhibitthemselvesfromtakingEnglishlearningactivitiesinpublic.WecanalsoconcludethatbeststudentsparticipateinEnglishlearningactivitiesmoreactivelyandpositively.Meaningfullanguageacquisitioninvolvessomedegreeofidentityconflictaslanguagelearnerstakeonanewidentitywiththeirnewlyacquiredcompetence.Anadaptivelanguageegoenableslearnerstolowertheinhibitionsthatmayimpedesuccess.Theinhibitions,thedefenses,whichweplacebetweentheothersanduscanpreventusfromcommunicatinginaforeignlanguage.Therelationshipbetweenanxietyandlanguagelearningiscomplicated.22\nUntilrecently,researchintheareaofanxietyasitrelatestosecondlanguagelearninghasbeeninconclusive.ButonethingiscertainthatloweranxietylevelsarerelatedtosuccessfulL2learning.Itseemsthatastudent’sevidentmanifestationsofanxietyintheforeignlanguageclassroomwillcertainlyimpairthesmoothperformance,learner-centeredteachingofthetargetlanguage,anddiscouragetheteachertotrynewmethods.Thedataindicatesthatmoststudentswouldliketohaveaclassinwhichtheycanallparticipatewithteachers,soclassroomtransactionsseemtoplayaveryimportantroleinstudents’emotion.Studentsofhighlevelcanstudymoreindependentlyandefficiently,andtheirabilityofsolvingproblemsinlearningEnglishisstronger.Thisisbecausethattheyareusuallymoreconfidentandhavehigherself-esteemaboutthemselves,andthedegreeofconfidenceandself-esteemaffectdirectlytheirabilityofsolvingproblemsinEnglishlearning.WecanknowclearlyfromthedatathatthestudentsofhighlevelhavemoreconfidenceinEnglishlistening,speaking,readingandwriting.AndmoststudentsshowthattheyaremoreconfidentoftheirEnglishreadingandwritingthanlisteningandspeaking.ItcanalsobejudgedfromtheresultsofthequestionnairethatthegoodstudentscancommunicatemoresmoothlyandtheyarealwaysinterestedinEnglishcommunication.Sinceempathyisaveryimportantemotionalfactorinsecondlanguagelearning,inordertocommunicateeffectivelythestudentsneedtobeabletounderstandtheotherperson’semotionalandcognitivestate;communicationbreaksdowniffalseassumptionsaremadeabouttheotherperson’sstate.ButthisdataalsoindicatesthatmorethanhalfofthestudentsstillhassomekindsofproblemsintheirEnglishcommunication.Inoralcommunication,itiscognitivelyeasiertoachieveempathiccommunicationsincethereisimmediatefeedbackfromthehearer.Amisunderstoodword,phrase,orideacanbequestionedbythehearer,andthenrephrasedbythespeakeruntilaclearmessageisinterpreted.Writtencommunicationrequiresspecialkindofempathy----acognitiveempathyinwhichthewriter,withoutthebenefitofimmediatefeedbackfromthereader,mustcommunicateideasbymeansofaveryclearempathybecomesacute.Solearner-speakersmustnotonlycorrectlyidentifycognitiveandemotionalsetsinthehearer,butalsodosoinalanguageinwhichtheyareinsecure.Accordingtothedata,thestudentsofhighlevelhavefairbackgroundknowledgeofEnglishandChinese.Asweknow,whilelearningasecondlanguage,thelearnerisnotonlyfacedwiththetargetlanguagebutalsowiththetargetculture.Sincesecondlanguagelearningalwaysinvolvesparticularemotionalproblemscausedbytheconfrontationbetweentwocultures,thebackgroundknowledgeofthenativeandtargetlanguagesusuallyappearstoplayadecisiveroleinsuccessfullanguagelearning.Whenthestudentscomeintocontactwithanotherculture,theremayoftenbemajoremotionaldisruptions.FromthedatawecanknowthattherearestillaconsiderablenumberofstudentswhohavesomeproblemsintheculturalbackgroundknowledgeofChineseandEnglish.Undersuchcircumstances,thelearnerisunlikelytomaketheeffortsnecessarilytolearnthelanguage.Cultureshock,therefore,hasanegativeeffectonsecondlanguagelearning.Thisisaspecialphenomenonthatalwayscausesproblemsinsecondlanguagelearning.3.3.2TheroleoftheemotivefactorsinEnglishlanguagelearningTheresultsofstudyshowthatthereisanintimaterelationshipbetweenpositiveemotivefactorsandsecondlanguageproficiencyandthestrengthofthecorrelationbetweenemotionandproficiencyvarieswithlearningcontexts.Itisfoundthatthepositiveemotioninlearningthetargetlanguagecorrelateswiththesuccessinsecondlanguagelearning.ThisisexplicitlyshowninthechangedattitudesofmanyChinese23\ncollegestudentstowardsEnglishlanguageandtheEnglishlearningandteaching.TheanalysisofthegeneraldataalsoshowsthatthestudentsareaffectedevidentlybyemotivefactorsduringtheirprocessofEnglishlanguagelearning.Theemotivefactorslikemotivation,self-esteem,confidence,inhibition,anxiety,empathyetc,allaffectstudentstosomedegreeandproducedifferenteffectstotheirEnglishlearning.ItisnodoubtsthatemotivefactorsplayanimportantroleinEnglishlanguagelearning.Inaddition,fromtheanalysisoftheclassifieddatawecanseethatthereishighco-relationbetweenemotivefactorsandtheEnglishlearning.ThedatashowsthatthestudentswhohaveagoodprogressinEnglishlanguagelearningarecommonlyaffectedbythepositiveemotivefactors,whilethestudentswhohavemadealittleprogressareusuallyaffectedbythenegativeemotivefactors.OrwecanassumefromanotherpointofviewthatthestudentswhooftenexperiencepositiveemotionintheirEnglishlearningcanstudymoreefficientlyandgetgoodresultquickly.Onthecontrary,thosewhohavenegativeemotionastheirmainemotionalexperienceinEnglishlearningprocesstendtogetpoorresult.Manyresearcheshaveshownthatemotivefactorsaffecttheresultoftheefficientlanguagelearninggreatly.Chomsky(1988)pointsouttheimportanceofactivatinglearners’motivation:“Thetruthofthematteristhatabout99percentofteachingismakingthestudentsfeelinterestinginthematerial.”Thehighermotivationalearnerhas,themoretimeheorshewillspendinthetaskoflearning.Whenanxietyispresentintheclassroom,thereisadown-spiralingemotion.Threetypesofdistractionsinterferewiththeperformanceofanxiousindividuals(Vander1984).First,theyworryagooddealabouttheirperformance,theconsequencesoffailureandhowwelltheyaredoinginrelationtoothers.Second,theyexperienceemotionalinterferenceintheformofphysiologicalarousalthatproducessuchsymptomsasa“racingheart”andanupsetstomach.Third,anxiouspeopleoftenattempttocompensatefortheirapprehensionbytakinga“safe”approachtoproblemsolvingthatleadstorigidandunimaginativeresponses.Soanxietywilldistractfromthetaskofattendingtoandrememberingnewitems,itwilldiscouragefromthepracticethatwillestablishitems.Risk-takingisanimportantcharacteristicofsuccessfullearningofaforeignlanguage.Thesilentstudentintheclassroomisunwillingtotakeriskandappearfoolishtomakemistakes.Higherrisk-takingstudents,ontheotherhand,areveryactiveinclass.Butmanyresearchesinrecentyearshaveshownthathighrisk-takingdoesnotnecessarilyyieldpositiveresultinforeignlanguagelearning.Personswithahighmotivationtoachievearemoderate,nothighrisk-takers.Theselearnersarelikelytobeincontrolandliketodependonskill.Theydonottakewild,frivolousrisksorenterintono-winsituations.AsRubin(1975)noted,agoodlanguagelearnerwouldmakewillingandaccurateguesses.Languageteachingapproachesinrecentyearshavetakenintospecialconsiderationofthenecessaryofcreatinglearningsituationsinwhichinhibitionandegobarriersareloweredsothatfreecommunicationcantakeplace.Dufeu(1994)speaksofestablishinganadequateemotiveframeworksolearnersfeelcomfortableastheytaketheirfirstpublicstepsinthestrangeworldofaforeignlanguage.Toachievethis,onehastocreateaclimateofacceptancethatwillstimulateself-confidence,andencourageparticipantstoexperimentandtodiscoverthetargetlanguage,allowingthemselvestotakeriskswithoutfeelingembarrassed.Researchevidencehavealsoshownthatifallthingsbeingequal,theself-esteemedpersonsaremoresuccessfullanguagelearners.Theyhavetheadvantageofnotfearingrejectionandarethereforemorelikelytoputthemselvesinlearningsituationsanddosorepeatedly.Theyarelesslikelytobethrownintopersonalturmoilwhentheymakemistakesthanthosewhoaremoreself-conscious.24\nStudentsinacomfortableclassroomwithmodernteachingfacilitieswillneverthelessremainunsuccessfuliftheirlevelofmotivationislowortheyidentifythemselvesaspoorforeignlanguagelearners.Everysooftentheyareenduringacertainmentalpressurecausedbytheirbelief,motivationandpermissioninsuchanenvironment.Students,inlearningaforeignlanguage,willalwaysrespondbettertotheirtargetinapositiveclassroomcommunity.Somoresupportandencouragementareneededtoestablishapositivelearningenvironment.Butitshouldbenotedthatpayingattentiontoemotionwillnotprovidethesolutiontoalllearningproblemsorthatwecanconcernlessaboutthecognitiveaspectsofthelearningprocess.Inall,theemotivefactorsplayaverycrucialroleinEnglishlanguagelearningandtheyshouldbepaidenoughattentioninEnglishlanguageteachingandlearning.Theresearchofemotivefactorsinlanguageteachingandlearningisacomplicatedprocess.AlthoughtherearethesamecharacteristicsinmanyaspectsofemotivefactorsinsecondlanguagelearninginChinaandforeigncountries,ChineselearnersstillpresenttheirowncharacteristicsinEnglishlearningbecauseoftheirwayofthinking.ChineselearnershaveuniversalmoreconfidenceinEnglishreadingandwritingthanthatinlisteningandspeakingisacaseinpoint.What’smore,whatwecanalsolearnisthatmanystudentsstilllackindependenceandcreativenessintheirEnglishlearning.ThedifferenceisfirstlyrelatedwiththedifferentteachingmodesinChinaandinforeigncountries.Wehaveformedourowntypicaltraditionalteachingmodesformanyyears.Inspiteofitsadvantagesanddisadvantages,itdoeshavefar-reachinfluenceonourEnglishteachingandlearning.Additionally,theregionalcultureisalsoanotherfactorthatdeeplyaffectsChinesestudents.TheculturaldifferenceappearingascultureshocksurelyproducessomedifferentproblemsintheChinesestudents’learningprocess.Aswecanseefromtheanalysisofthecasestudy,manystudentsregardthemaslackingsufficiencybackgroundknowledgeofbothEnglishandChinese.Thirdly,mostofourcollegestudentsaretheonlychildintheirfamilies,andthisisoneofthereasonswhytheyhavespecialattitudetowardsEnglishlearningandthingsaroundthem.Becauseoftheone-child-policyinChina,moststudentshavenobrotherandsistertocommunicateandlivewith.Theyarespecialgenerationandtheydohavetheirowncharacteristics.Thisisbecausethattheirparentsusuallyprovidethemwithgoodlivingconditionandstudyenvironment,theyseldommeetwithdifficultiesandsetbacks.Forexample,theyaremoresensitive,moredependentonothers.Andmanyofthemlackofsomeskillsofcommunicationcomparatively.AllthesecharacteristicsaffectdirectlyChinesestudents’emotionintheirEnglishlearning.Thus,EnglishteachershouldaccordspecialattentiontotheemotiveproblemsofthestudentswhentheyareteachingEnglish.Inordertoteachmoreefficiently,itisnecessaryforteacherstoguidetheirlearnerstodeveloptheirpositiveemotivefactorsandtrytoavoidthenegativeones.Inpart,wearegoingtodiscussabouthowtoapplyemotiveeducationinEnglishlanguageteachingandlearning.25\nＰａｒｔ　　Ｔｈｅ　Ａｐｐｌｉｃａｔｉｏｎ　ｏｆ　Ｅｍｏｔｉｖｅ　Ｅｄｕｃａｔｉｏｎ　　ｉｎ　Ｅｎｇｌｉｓｈ　Ｔｅａｃｈｉｎｇ　ａｎｄ　Ｌｅａｒｎｉｎｇ　FromtheanalysisinPart,weknowthatemotivefactorsaregreatlyrelatedtotheresultsofEnglishlanguagelearning.SoitcanbeverybeneficialfortheteachersofEnglishtofocusonemotionalproblems.Asforeignlanguageteachers,surelythereissomethingwecandotohelpstudentstodealwiththeemotionalproblemsinforeignlanguagelearningsoastoimprovetheefficiencyofstudy.4.1RenewingteachingideasandteachingmethodsAsteachersofEnglish,weshouldscrapouroldteachingideaswhileacceptingthenewonesandadoptnewteachingmethods,sincetheroleofteacherisveryimportantinthecourseofteachingandlearningaforeignlanguage.ThisisveryimperativelynecessaryforustoteachEnglishnowadays.Weteachersusuallyspeaktoomuchinclassandalwaysgiveorderstostudents.Thisiswhatweusuallycall“crammingstudentsintheclass”.Weshouldrealizethattheyaretheindividualswhohavetheirownemotions,thoughtsandideas.Weshouldbethefacilitatorsandparticipantsinclassandoughttorespecttheirpersonalities,trytobetheirfriendswhomtheycanreallytrust.Thenwecansetupaharmonyrelationshipwithstudents,whichisgreatlyhelpfultoefficientteachingandlearningforeignlanguage.Duringourteachingprocess,weoftenfocusonthedevelopmentofstudents’knowledgeandintelligence.ActuallyitisofcrucialimportancethatweshouldhaveastrongawarenessofemotivefactorsandhowtheyrelatetoEnglishlearning.Agoodteacherwillalwaysstartthecoursewithactivitiesthatallowthestudentstogetreadyforlearning.He/shewillrealizethatthemoodoftheclasshastobetakenintoaccountwhenimagininglessonplans.Andteacherwillbethepersonwhoisawarethathe/sheisteachingindividuals,andindividualmayhavehis/herownthoughtandownwayofthinking.Therefore,inclass,ateacherisnotonlylikelytobeagoodorganizer,agoodguide,butalsobeagoodobserverandagood,empatheticlistener.Inaword,teachershouldbefriendofstudents.TeacherofEnglishisalwaysconsideredastheonlymainbodyinclass,whichiscalledthetraditionalteachingmethod.Insuchclass,studentsusuallyonlysitthereandlistentotheteacherandtakenotesfromtimetotime.Apparently,thisisnotagoodandefficientwayofteachinglanguage.Languagelearningisaprocessofcommunicationandinsuchaprocess,teacherandstudentsorstudentsthemselvescancommunicatefreely.Itistheprocessoftheinputandtheoutputofinformation.Thustheclassroomtransactionplayskeyroleinlanguageclass.Weshouldadoptnewteachingmethodsinordertoobtainbetterteachingresults.Weshouldtryourbesttodesignvividandattractiveteachingperiods,organizelearningactivitiesaccordingtothecontentofcourseandthestudents’level,createarelaxlearningenvironmentandapplynewteachingmediatohelpusenrichourclassactivities.Weshouldregardstudentsasthemainbodyofteachingandlearninginclasssothattheycanhavemorechancetoexpressthemselvesandimprovetheirabilities.AccordingtoHeron(1989),teachingisnolongerseenasimpartinganddoingthingstothestudent,butisredefinedasfacilitationofself-directedlearning.Oneofthebenefitsofthistypeofapproachisthatit26\nenablesstudentstokeeponlearningaftertheyleaveourclassrooms.Gross(1992)pointsouthowalifelong-learningmodelofferseducationalinstitutions“theopportunitytoshifttoanewparadigm…andtakeseriouslythemissiontheyhavealwaysclaimedtohave:teachingstudentshowtolearnrathermerely‘covering’afixedcurriculum”.What’smore,ifthelanguagelearningactivitiesarerelevantandadequatetothetaskofofferingstudentsanewexperienceofthemselves,thentheteacher’sattitudemustbepositive,his/herskillsmustbegoodandhis/hertrainingmustbeadequate.Sothelanguageteacher’scompetenceisalsothekeypoint.Agoodteachershouldhaveappropriateappearanceandmannerssuitedtotheoccasionandhis/herprofessionalknowledgeandskillmustbeadequate.Aboveall,agoodteachershouldlovehis/herjobandhasaloyaldevotiontohis/herstudents.4.2CreatingEnglishlearningenvironmentUsuallywedon'tpaytoomuchattentiontoEnglishlearningenvironment,wejust“force-feedducks”withoutthinkingwhatthestudentsreallylackandneed.Inalanguageclass,examplesofenvironmentalfactorsthatinfluencetheoutcomeofthelearningprocessaretheconditionsofthefurnitureintheclass,theseatingarrangement,thequalityofthecassetterecorder,thelightconditions,theset-upofthetimetableandsoforth.Itisassumedthatgoodandcomfortableenvironmentwithmodernequipmentwillhelplearnershaveabetteremotion,andtheyaresuretheywillgetbetterresultinlanguagelearning.Butalearningenvironmentmeansmore.Itincludestherelationshipbetweenteacherandstudentsandamongstudentsthemselves,forteacherandstudentsinteractinclassroomenvironmentthroughtheirbehaviorandtheiremotionsurelyaffecttheresultoftheinteraction.CanfieldandWells(1994)suggestthat:themostimportantthingateachercandotohelpstudentsemotionallyandintellectuallyistocreateanenvironmentofmutualsupportandcare.Thecrucialthingisthesafetyandencouragementstudentsensesintheclassroom…Further,theymustrecognizethattheyarevaluedandwillreceivesupport.Obviously,assomeenvironmentalfactorsaremoresupportivetothestudents’learningthanothers,soarecertainbehavioralroutines.Inordertocreateagoodandharmoniouslearningenvironment,weshouldtrytocreateakindofrelaxedandpleasantatmosphereinwhichstudentscanreducedtheirpressure,sothattheirmotivationoflearningcanbestimulatedgreatly.WecanalsoapplymodernmediainEnglishteaching.ThemostinterestingandentirelynewconceptforteachersofEnglishtodayisperhapstheComputer-AssistedLanguageLearning(CALL).Generally,theapplicationofComputer-AssistedLanguageLearningcanbedividedintothreemaintypes:1)computerastutor,2)computerasstimulus,3)computerastool.CALLhasmanyadvantagesoverothermediainEnglishteaching,andthemajoronesareasfollows:1)CALLhelpstorelievethestudent’sboredomwithlanguagelearning.2)CALLhelpstodriveawaythestudent’snervousnessanddebilitatinganxiety.3)CALLhelpstoarousethestudent’smotivation.4)CALLhelpsthestudenttoconcentrateonhislearning.27\nInapplyingCALLtoEnglishteachingandlearning,bothteachersandstudentsmustknowwellhowtooperatethecomputer.Inchoosingwhatprogramtouse,theteachershouldmakeacarefulcheckbeforehe/sherecommendsittothestudents.Onlyinthiswaycanthelearnerbeexposedtotheappropriateandhigh-qualityprogram.Ontheotherhand,newtheoryshouldbetakenintoconsiderationinthedevelopmentofEnglishlearningsoftware.Anditshouldbeunderstoodthatcomputersarenotequallysuitedtoallthelearningactivitiesintheclassroom.WiththehelpofComputer-AssistedLanguageLearning,itwillbeeasiertocreatelearningenvironmentforstudents,tovarytheformsofteachingandlearning.Besides,facilitationinEnglishlanguageteaching,organizingcooperativelanguagelearningandenhancingpersonaldevelopmentaresomeotherimportantmethodstocreatelearningenvironment,whicharediscussedindetailasfollows.4.3FacilitationinEnglishlanguageteachingInmyteachingpractice,Ifoundthatwhatthestudentsneedmostistheteacher’sfacilitation.Itisnotenoughforteachertojustinstillknowledgeintostudents’brains,soourfacilitationhasitsroleinhelpingstudentstodeveloptheirskillsandabilitiesthatwillenablethemtokeeponlearningaftertheirgraduation.Facilitationmeansthateverythingcounts:allaspectsofthefacilitator’spresenceincludingfeelings,attitudes,thoughts,physicalpresence,movements,qualityofattention,degreeofopennessandsoon,haveaneffectonthelearningatmosphereandonwhatpossibilitieswithineachgroupmemberareopenedorclosedatanymoment.(AdrianUnderhill,1996)Teachershouldbethefacilitatorofthelanguagelearningprocess.He/sheshouldbeapersonwhounderstandsthetopicinanyeducationalsetting,andhe/sheisskilledinusingcurrentteachingmethodsandtechniques.He/sheshouldactivelystudyandpayattentiontothepsychologicallearningatmosphereandtheinnerprocessesoflearningwiththeaimofenablinglearnerstotakeasmuchresponsibilityfortheirlearningastheycan.JohnHeron(1989)distinguishesthethreemodesoffacilitationbeingparticularlyuseful,whichprovidesthemeansforavoidingormitigatingthefrustrationonbothsideswhenteacherofferslearnersmoreresponsibilitiesthantheyarepreparedforinthebeginning.Thefirstmodeisthehierarchicalmode,inwhichthefacilitatorisstillinchargeofallmajordecisionsinthelearningprocess.Inthesecondmode,cooperativemode,thefacilitatorsharessomepoweranddecision-makingwiththelearnersandguidesthemtowardsbecomingmoreself-directing.Whileinthethirdmode,autonomousmode,thefacilitatorletthelearnersdothingsontheirownwithoutintervening,butitdoesnotmeantheabdicationofresponsibility.Thefacilitatorwillmakeuseofallthreemodesatsomepoint,movingfromonetoanotherasneeded.Whatfollowsaresomesuggestionsinordertohelpteachertobeagoodfacilitatorinsecondlanguageteaching.(AdrianUnderhill,1996)1)Introspectthewayandtheattitudeyoulistentothestudents.2)Introspectthewayandattitudeyouspeaktoyourclass.3)Introspectyouruseofpowerandauthority.4)Payattentiontotheprocessesinthegroup.5)Noticeyourownattitudeandbelief.6)Redefineproblemsandseethingsdifferently.28\n7)Adjustyourowninneremotionalstate.Inaword,thekeytofacilitationistoshortenthepsychologicaldistancebetweenteachersandstudents,tounderstandtheneedsandtheemotionsofthestudentsforthepurposeoffacilitatingtheirlanguagelearning.Therearestillmuchtobedoneinordertobeagoodfacilitatorinlanguageclass.Facilitationisarigorouspracticesincemoreisatstake.Asfacilitators,weshouldmakeeffortinthreeareasofexpertise,whichconsistsoftheknowledgeofthesubjectmatter,theskilfuluseofteachingmethods,andthedevelopingcapacitytogenerateapsychologicalclimateconductivetohighqualitylearning.4.4CooperativelanguagelearningInmyclassIoftennoticethatthereareanumberofstudentswhowouldliketostudyontheirownratherthantosharetheirideaswiththeothers.Butlanguagelearningalwaysrequireslearnerstotalkwitheachothersothattocontributetothedevelopmentofanoral,writtenorotherproductthatrepresentsthegroup’sefforts,knowledgeandperspectives.Thereforeitisimportanttoletstudentsknowhowtocommunicateandcooperatewithothersintheirlearning.Manyresearchesfocusonsmallgrouportask-basedlearningwhichaffordsstudentstheopportunitytodeveloparangeofcognitive,social,aswellaslinguisticskills.Suchcooperativelearningrequiressocialinteractingandnegotiatingintheclassroom.Allgroupmembersengagedintasksinwhichtheyhavesomethingtocontributetoandlearnfromtheothermembersaswell.Isometimesconductcooperativelanguagelearninginmyclass,andthestudentswouldalwaysdotheworkefficiently.Thereisgreatemotionalvalueincooperativelanguagelearning.JodiCrandallpointsout,“Cooperativelearningcanencourageandsupportmostoftheemotionalfactors,whichcorrelatepositivelywithlanguagelearning.Ithelpsthestudentsinreducing(negativeordebilitating)anxiety,increasingmotivation,facilitatingthedevelopmentofpositiveattitudestowardslanguagelearning,promotingself-esteem,aswellassupportingdifferentlearningstylesandencouragingperseveranceinthedifficultandconfusingprocessoflearninganotherlanguage.”Incooperativelearning,theformofactivitiescanbevariousandadapttoawiderange.Mostofthemodelsofcooperativelearningsharethefollowingcharacteristics,allofthemhaveanimpactontheemotionalnatureofthelanguageclassroom:1)Positiveinterdependence2)Face-toface,groupinteraction3)Individual(andgroup)accountability4)Developmentofsmallgroupsocialskills5)Groupprocessing(DavidW.JohnsonandRogerT.Johnson,1994)Ifcooperativelanguagelearningistobesuccessful,bothteachersandstudentsneedtobeadequatelyprepared,andinteresting,relevanttopicsandmaterialsmustbeavailable.Inaddition,anumberofstrategiescanbeemployedtofacilitatecooperativelanguagelearning.First,preparingcooperativetasksforstudents.Second,assigningstudentstospecificandmeaningfultasks.Third,debriefingstudentsontheirexperienceswithcooperativelearning.Fourth,involvingstudentsinevaluatingindividualandgroupcontributions.Cooperativelearningoffersmanypositive,emotivefeaturesthatencouragelanguagelearning,while29\nalsosupportingdevelopmentofpro-social,academicandhigherorderthinkingskills.Whileitmaybedifficultforstudentswithahistoryofmorecompetitiveandindividualisticlanguagelearningactivities,itisworththeefforttointroducecooperativelearning,andgraduallytosupportstudentsastheyworkinterdependentlyingroupsandmovetogreaterindependence.4.5DevelopinglearnerautonomyBecauseofdifferentteachingmodes,manystudents’abilityofautonomouslearningisstilllow.Thisisanadmittedfact.Studentautonomyisthebasefortrainingtheabilityofautonomouslearning,becauseitisacapacitytotakecontrolofone’sownlearningintheserviceofone’sperceivedneedsandaspirations.TeachershouldhelpstudentstoobtainautonomyintheprocessofEnglishlearning.Autonomyisapsychologicalconstruct,whatthisconstructisputtouseforisimportantbecausethiscangreatlyinfluencethefeelingofautonomy.AccordingtoNaokoAoki,inconcreteterm,learnerautonomyasacapacityreferstothedomain-specificknowledgeandskillsnecessary(1)tomakechoicesconcerningwhat,whyandhowtolearn,(2)toimplementtheplanand(3)toevaluatetheoutcomeoflearning.Atpresent,studentsofforeignlanguagecanprovidethemselveswithlargeamountofinformationthroughvariouschannelssuchaslibrariesandWorldWideWeb.Butstudentswithalotofknowledgeandskillsmaystillfeelthatthesethingsdon’thelpthemmuchsometimes.Inotherwords,theamountofknowledgeandskillsstudentshaveandthedegreeoftheirfeelingofautonomydonotnecessarilycorrelate.Thequestionisnotonlytheteachingmode,butalsothestudents’abilityofautonomouslearning.Therefore,itisanimportantthingforustodevelopthestudent’sabilityofautonomouslearning.Theabilityofautonomouslearningdevelopsthroughpractice.Studentsarerecognizedaslegitimatemembersofadecision-makingbodyofaneducationalprogramandworkwithteacherstotakeoveralldecision-makingresponsibilities.Studentsdonothavetomakemajordecisionsfromthestart,andarangeofsupportisprovidedtoenablethemtomakeanydecisiontheylike.Wemusttrustthatourstudentshavesomeknowledgeandskillsandthattheycanstartdevelopingtheirautonomywithwhatevercapacitytheyhave.Theroleofteachersinthedevelopmentoflearnerautonomyisgenerallyconsideredtobethatoffacilitators,counselorsorresource(Voller1997).AccordingtoVoller,bothfacilitatorsandcounselorsprovidepsycho-socialandtechnicalsupports,thedifferencebetweenthetwobeingthattheformermostlyworkwithgroupsandthelatterinone-to-onesituation.Psycho-socialsupportreferstocaringandtomotivatingstudents,aswellastoraisingstudents’awareness.Technicalsupportreferstohelpingstudentstoplanandcarryouttheirlearning,toevaluatethemselves,andtoacquiretheskillsandknowledgeneededtoplan,implementandevaluatetheirlearning.Besides,weshouldalsoprovidestudentsapsychologicallysecureenvironmentinordertodeveloptheirautonomyinlearningforeignlanguage.Andthereisalwaysapossibilitythatapowerrelationshipexistsnotonlybetweentheteacherandthestudents,butalsoamongthestudents.Ateachershouldgentlybutpersistentlyinsistthateveryone’swishbeheardandthateveryone’scontributionbeacknowledged.AsRogers(1980)claims,theteacher’sattitudetowardseachlearnerseemstobeinfectious.Asforuniversitystudents,thereisstillapressureforthemfortheywanttoaccumulatecreditsforthesuccessfulcompletionoftheirdegree.Askedifteacherevaluationisnecessary,manystudentsexpressaviewthatteacherscannothaveknowledgeofallaspectsoftheprocesstheyaregoingthrough;therefore,truly30\naccurateevaluationoflearningbyateacherisnotpossible.Butstudentsstillneedcredits,soitmaybeagoodwaytoaskthemtoevaluatethemselveswithwhatevercriteriatheyhaveandtotelltheirteacheraboutthegradetheygivetothemselvesandwhy.Thuswhattheteacherdoesisevidentlynottoevaluate.He/sheshouldratherhelpstudentstoclarifywhattheappropriatecriteriaareforevaluatingtheirownlearning.Consideringtherelationshipbetweenemotionandlearnerautonomy,wecanseethattheimportanceofemotionisnodoubtaffirmed.Andtheautonomygiventostudentscanchangeandimprovetherelationshipbetweenteachersandstudents,especiallytheiremotiverelationship.4.6EnhancingpersonaldevelopmentLearners’personaldevelopmentisoneofourteachingaims.Asteachers,weallknowthatcertaintypesoftechniquesinthesecondlanguageclasscanhaveaveryprofoundeffectonthelivesandpersonalgrowthofstudents,duetotheparticularingredientstheycontain.Thetechniquesarereferredtoashumanistic,emotion,awareness,confluentorpersonalgrowthactivities.Theseactivitiesarederivedfromthefieldofhumanisticeducation,whichrecognizestheintellectualandtheemotionalsidesofpeople.Humanisticactivitiesareconnectedcloselywithhumanprogress.Theycanenhanceone’sself-esteem,theycanmakepeoplebecomeawareoftheirstrengthsandvalues,andcanhelppeopletogaininsightsintothemselves,todevelopgoodrelationshipswithothers.What’smore,goodandhealthyhumanactivitiescanhelppeopletoenjoyapositiveoutlookonlife.Withregardtostudents,communicationisoneofthebestactivities.Communicationwhichsatisfiesthesedeep,innateneedsdevelopsfromsharingaboutourselveswhileothersactivelylistentous,showingunderstandingandacceptingusasweare.Thissuggeststhatthesecondlanguageclassisanaturalsettingforbeingabletocommunicateinhighlyappealingways.Thatis,whileconversinginthetargetlanguagestudentscansharetheirhopesanddreamsandtheirambitions,theirexperiences,memories,desires,theirinterests,valuesandinsights,theirfeelings,strengthsandmuchmore.Whatresultsisthatstudentscanfeelmorepositiveaboutthemselvesandothers,astheytrulygettoknowandunderstandothersandfeelappreciatedaswell.Itistrulygettingtoknowothersthatwearetrulyabletolikethem.Insuchways,personaldevelopmentflourishesandgrows.Inaddition,sharingmeaningfulthingswithothersishealthierandmorehelpfulforourgrowth.Humanisticactivitiesarelikelytobecreatedinaclassroomwheretheteacherhasastrongawarenessofgroupprocessandhowthisaffectslearning.Theteacherwillrealizethatthemoodoftheclasshastobetakenintoaccountwhenimagininglessonplansandthatthesuccessofacertainsetofactivitiescancruciallydependon.Ifhumanisticactivitiesarerelevantlyadequatetothetaskofofferingstudentsanewexperience,thentheteacher’sattitudemustbepositive,his/herpersonalskillsmustbegoodandhis/hertrainingmustbeadequate.Whenteachersworkwithaclassinahumanisticframeofmindtheyoftenfindtheyhavethreemainareasoffocus:(MarioRinvolucri)---thetaskoflanguagelearning---themoodofthegroupinthehereandnow---individualstuffthatsurfacesfromthestudents’pastAccordingtothesethreemainareasoffocus,humanisticactivitiescanbeclassifiedintothreetypes.31\nFirst,activitiesforthetaskoflearningputemphasisonthelanguagelearning,whichaimsatthecontentofphonetics,vocabulary,andgrammar,ortheskillsoflistening,speaking,readingandwriting.Second,activitiesthatworkonthemoodofthelearnershereandnowcanhelptheteacherknowhowthestudentsfeelatthemomentandtakesuitablemeasurestoadjusttheiremotions.Thethirdtypeoftheactivitiesfocusonthepastexperienceofthestudents,fromwhichtheteachercanlearnabouttheirstudyexperiencetheyhavegot.Then,howtoorganizehumanisticactivities?MarioRinvolucrisuggeststhattheteachershouldorganize:1)activitiesthatworkonthingsfrompeople’spasts.2)activitiesdevisedinresponsetostudentneed3)activitiesthatcomefromfeederfields4)activitiesthatcomefromanewlookatanoldarea.Implementinghumanistictechniquescanpromoteharmony,closenessamongstudentsandcreateagoodenvironmentinwhichlanguagelearningcangoaheadsmoothly.Solongaslanguageteacherfacilitatesandhelpsstudentsconsciouslystepbystepandcreatesagoodlearningenvironmentthatisbeneficialfordevelopingpositiveemotivefactors,studentscansurelyreachagoodresultinbothoftheirlanguagelearningandpersonaldevelopment.32\nＰａｒｔ　　Ｃｏｎｃｌｕｓｉｏｎ　Moreandmoreresearcheshavefocusedontheproblemsofemotivefactorsinforeignlanguagelearninginrecentyears.Inaword,emotionisatermthatreferstothepurposiveandemotionalsidesofaperson’sreactionstowhatisgoingon.Emotionplaysaveryimportantroleinlearning—itcaninfluenceorevenchangealearner’slearningmethodsandstrategies,soemotivefactorsshouldnotbeneglected.Quiteeasilyandunintentionally,teacherscanaffectthelivesandpersonalgrowthoflearnersbywhattranspiresintheclassroom.Underhill(1989)pointsoutthat“teacherswhoclaimitisnottheirjobtotakephenomenaofemotionintoaccountmaymissoutonsomeofthemostessentialingredientsinthemanagementofsuccessfullearning”.Indeed,fromonepointofviewweareabdicatingourresponsibilityifwedonotaddressthesetheproblemsofemotion.Bruner(1996)remindusthatifoureducationalinstitutionsdonotdealwithvaluesandemotionalissues,suchasself-esteem,whicharethebasesforhealthyvaluesystems,learnerswillturntoamyriadof“anti-schools”.SoweshouldnotonlyteachEnglishincognitivewaybutalsotakeemotionintoaccount.WecanalsoapplynewmethodsinourteachingconstantlyandaccumulategoodexperiencesoastoimproveourEnglishteachinglevel.Thestudentswhohearfarmorecriticalthanencouragingremarksaboutthemselvesmaysufferintheirself-esteem,whichcancausethemtofeelunsureabouttryingnewventures,orcaninterferewithlearning,relationships,succeedingandnumerousothercrucialthingsinlife.Thisresultsinnotfeelingthattheycanbethemselvesandthereforeinnotbeingabletoknowthemselves.It’stheconditionsthatcausegreatunhappinessandimpedetheirpersonalgrowth.Furthermore,whatstudentsstudyinclassroommayseemmeaninglessandboring,withnoapplicationtotheirlives.Teachersworkingunderanationalcurriculumwithanassignedstandardtextbookstillhavetomakeaseriesofdecisionsjustforhowtoteachalesson.Ateachercanopenthedoortothepracticeoflearnerautonomybysharingwhateverhe/shehaswithhis/herstudents.Teachersneedtoacquireasetofnonverbalbehaviorsaswellasverbalskillsofcounseling.Forexample,orientingyourbodytothem,turningyourfacetothem,maintainingcomfortableeyecontact,pausingandbeingsilentornoddingandsmiling.Iamsurethattheseemotiveactionsmightalsoplayanimportantroleinencouraginglearners’learninginclass.Asafacilitator,ateachermustberealandgenuine,discardinganysuperiorityanddominance.Teachersneedtohaverealtrustinandacceptanceofthestudentasaworthy,valuableindividual.Teachersneedtocommunicateopenlyandempathizewiththeirstudentsandviceversa,andprovidethenurturingcontextsforlearning.Classroomactivitiesandmaterialsinlanguagelearningshouldutilizemeaningfulcontextsofgenuinecommunication.Helpingstudentstobeawareofemotioninlanguagelearningcanprovidethescaffoldingformoreeffectiveandefficientlearning.Abroadunderstandingoflearningenvironments,learningstylesandlearningstrategiescanallowstudentstotakecontroloftheirlearningandmaximizetheirpotentialforlearning.Askingstudentstoevaluatetheirlanguageincreasestheirsenseofbothfreedomandresponsibility.Studentsneedtimetoinvestigateandexperienceresourcesthatenablethemtoexperimentanddiscuss,andtheyneedtheopportunitytoevaluatewhattheyarelearning.Moreover,studentscancomprehendhowlearningprocessesoccur,whatchoicestheyhaveintheseprocesses,andhowtoidentifytheirlearningstrengthsandweakness.Theybecomeself-motivatorswhoaresupportedbytheirclassroomcommunity.Asaresult,theyareableto33\nparticipatefullyinlearningcommunityfreelyandresponsibly.Althoughteachingandlearningalanguagearebasicallyinteractiveactivitiesthatdependonvaryingtypesofrelationshipswithothersandwiththecultureasawhole,thesecondlanguageacquisitionprocessisstronglyinfluencedbyindividualpersonaltraits.Thewaywefeelaboutourselvesandourcapabilitiescaneitherfacilitateorimpedeourlearning;accordingly,thelearner-intrinsicfactorswillhaveabasicallypositiveornegativeinfluence.Itshouldbenoted,ofcourse,thatthevariousemotionsaffectinglanguagelearningareintertwinedandinterrelatedinwaysthatmakeitimpossibletoisolatecompletelytheinfluenceofanyoneofthem.Whenweareteachingaforeignlanguage,wearenotonlydealingwiththelanguageandwiththelearnersandtheirparticularcognitiveandemotionalcharacteristics;wemustalsotakeintoaccounttherelationalaspectsoflearninganewlanguage.Languagelearningisatransactionalprocess.Transactionistheactofreachoutbeyondtheselftoothers,itisintimatelyconnectedwiththelearner’semotionalbeing.AccordingtoTajfeld(1978),agoodpartofwhoweconsiderweareisformedbyoursocialidentity,“thatpartofanindividual’sself-conceptwhichderivesfromhisorherknowledgeofhisorhermembershipinasocialgrouporgroups,togetherwiththevalueandemotionalsignificanceattachedtothatmembership”.Althoughemotionplaysanimportantroleinthelearningprocess,westillneedtorecognizeothervariables,bothinternalandexternal,tocontinuetoinvestigateemotionempirically.Andatthesametime,wealsoneedtoworktowardchangingcurrentmindsetsthatpreventemotionfrombeingintegratedintolanguageprograms,curricula,andlessonplans.Inthetransactionsofthetargetlanguagelearning,whatwerelatetomaybethosewecoincidewithintimeandspace,asweparticipateinthelanguagelearningtakingplaceinonespecificclassroom.Ortheymaybepartofwhatisforusatleastpartiallyananonymousnewlinguisticandculturalcommunity.Whatseemstobetrueisthatforanyinter-groupbehaviortobeunderstood,“bothcognitiveandemotionalfactorsmustbeincorporated”(GudykunstandTing-Yoomey1988).Onethingthatisparticularlyimportanttomentioninthecontextofemotivelanguagelearningisthefactthatstudentsoftenrefertothefeelingsandemotionsthattheyhaveexperiencedinlearningascriteriafortheirself-evaluation.Thisisasenseofself-valuearisingoutoftheperceptionthatcametoahalt,confidenceaboutfutureacademicwork,satisfactionwithandprideinone’sachievement,fun…Theneedtogiveemotionsalegitimateplaceineducationisincreasinglyclear.Self-evaluationseemstobeabletocontributetothatpurposebyallowingstudents’“natural”criteriaofevaluationtohavepower.Ehrman(1996)notesthatitmaybeenoughjusttoletlearnersknowyourecognizetheirspecialneeds.Onecan:“graduallybuildinanincreasedarrayofoptionsforclassroomworkandhomeworkassignments.Guidancetostudentsincomfortzonesandgraduallystretchlinesthatbeginintheircomfortzonesisgenerallywellreceived.”Withthedevelopmentofhumanismpsychology,moreandmoreimportancehasbeenattachedtotheemotivefactorsinlanguagelearning.Itisforsurethatwecannotnowbelessconcernedwiththecognitiveaspectsofthelearningprocess.Butitshouldbenotedthatitwillbeverybeneficialforlanguageteacherstofocusattimesonemotiveissues.Sincethereisenormouscomplexityandnumbersofvariableswhichinvolvesinlanguagelearning,itislittlewonderthatourknowledgeisstillsolimited.JoyReidpointsoutthat,“Oneproblemthatexistsintheimplementationofemotioninthelanguageclassroomisthatthereisstillbasicresearchneededtodetermine34\nthevalueofentirefieldofstudy.Includedwouldbethecontinuedstudiesinthevalidityandreliabilityofself-reportinstruments,theneuro-physiologicalbasesforcognitiveandemotivelearningstylesandstrategies,andeventhecommonlyaccepteddefinitionsforsuchtermsaslearning,motivation,students-centeredandanxiety.”(1999)Knowledgeispower.Forteachers,learningmoreaboutthecomplexitiesoflearning,bothcognitiveandemotive,canonlyhelpourprofessionalgrowthandpersonalsatisfaction.Ateacherwhotrulyrealizestheimportanceofemotioninhis/herteaching,andwhobelievesthatallstudentscanlearnwell,canconducthis/herclasssmoothlyandeffectively.Tosumup,anygoalcanbeachievedmostefficientlyifonecanmanagetoconsidertheemotivefactorsinEnglishlanguageteachingandtakeefficientandhelpfulmeasurestoimprovethequalityofteaching.Butweshouldfirstknowourpositioninlanguageteachingandchangeouroldideasandattitude.AsDianaWhitmore(1986)says,“Itisnotwhatwedowithourstudents,itiswhoweare.Nogreatteachingmethodwillbeenough,ifweourselvesarenotathome.”Allteachersareononehandeducatorsandontheotherhandtheyarelearners.Theycaneducatetheirstudentsonlyiftheyarewillingtoputthemselvesintoquestionaswell.Theanswerdoesnotlieinbetterclassrooms,moreequipment,newtoolsandmethods,althoughthesethingsmayhelp.Itliesinteachersthemselves.35