個(gè)體因素對(duì)英語學(xué)習(xí)的影響PAGEPAGE1個(gè)體因素對(duì)英語學(xué)習(xí)的影響--學(xué)習(xí)者的情感因素英語教育摘要外語學(xué)習(xí)的最終效果除了涉及到一些客觀方面的因素（如學(xué)校環(huán)境，個(gè)人的天賦，老師的水平等等）外，還涉及到學(xué)習(xí)者自身的一些個(gè)體因素如情感因素。在語言的學(xué)習(xí)過程中，情感因素對(duì)學(xué)習(xí)的促進(jìn)或阻礙起著至關(guān)重要的作用。不僅如此，個(gè)體因素也具有兩面性，積極的情感作用會(huì)推動(dòng)英語的學(xué)習(xí)，相反，消極的情感作用則有礙于英語的學(xué)習(xí)。因此，除了學(xué)生應(yīng)該提高自身素質(zhì)，注重自己的一些情感方面的方法的培養(yǎng)外，老師也應(yīng)該注重培養(yǎng)學(xué)生的積極的情感，注意采用好情感教學(xué)。為了讓情感教學(xué)扮演好積極的角色來更有效地激發(fā)學(xué)生參與學(xué)習(xí)的熱情與興趣，促進(jìn)學(xué)生認(rèn)知活動(dòng)的良好穩(wěn)健的發(fā)展，老師應(yīng)該找出學(xué)生之間的不同，然后“對(duì)癥下藥”，只有這樣，我們的英語教學(xué)才會(huì)不斷地向前發(fā)展。這篇文章，作者將從個(gè)體因素的定義，功能，對(duì)英語學(xué)習(xí)的影響方面進(jìn)行闡述然后再?gòu)膶W(xué)生自身和老師兩方面提出一些建議，希望教者與學(xué)者根據(jù)這些建議，把兩者有機(jī)結(jié)合起來，對(duì)我們的英語教學(xué)起到一定意義上的理論指導(dǎo)作用。關(guān)鍵詞：個(gè)體因素，情感因素，英語學(xué)習(xí)，影響，有效的方法TheInfluencesofIndividualFactorsonEnglishLearning——OnLearners’AffectiveFactorsHANMeiRongAbstracts:Theresultofforeignlanguagestudyinvolvessomeobjectivefactors(suchasacademicenvironment,one'sowntalent,theteacher'sleveletc.),stillinvolvelearners’one’sownindividualfactorssuchasaffectivefactors.Inlanguagelearning,theaffectivefactorsplayanimportantroleinpromotingorhindering,whatismore,theindividualfactorsarecritical,sobesidesthestudentsthemselvesshouldimproveself-qualities,theteacheralsomustpayattentiontotrainingstudents'positiveemotion,payattentiontoemotionteaching.Inordertoplaythepositiveroleofemotionteachingtoexcitestudent'senthusiasmandinterestofparticipatinginstudymoreeffectivelyandpromotethesounddevelopmentofstudent'scognitiveactivity,theteachershouldfindoutthedifferencesbetweenthestudentsandthengiveacorrectdiagnosistothestudents.[Keywords]:individualfactors;affectivefactors;Englishlearning;influences;motivate;effectiveways1.IntroductionInrecentyearsinChina,learningEnglishhasbeenaveryprevalenttendencyandithasbecomemorepopularandurgentasChinasucceededinbiddingtoholdthe2008OlympicGamesandenteringintotheWorldTradeOrganization.Masteryofaforeignlanguage,especiallyEnglish,isviewedasapassporttoone’sfuturesuccess,thus,moreandmorepeopleswarmintothetideofEnglishlearning.Inaddition,theEnglishlearnershavebecomeyoungerandyoungerthatEnglishcoursesaretaughtinGradeThreeorGradeOneofprimaryschoolsandeveninkindergartens.Furthermore,mostofparentssendtheirchildrentosomeafter-schoolEnglishclassesontheweekendsinthehopeofpromotingthechildren’sEnglishlearning,yetsomeoftheteachersandparentsareinfrustrationofrecognitionofthechildren’slowattitudeandgradesinEnglishlearning.Therefore,asteachers,theyshouldknowthepsychologicaltheoryintheteachersorthestudentsmustpaymoreattentiontoitssignificancetolanguagelearningsuchasEnglishlearningbecauseaffectionitselfisthedrivingforcewhichthestudentsbehave,whichhasitsduality:positiveaffectioncanimprovethestudents’interestsinlearning,itbelongstoeffectivemotivation;however,negativeaffectionmayleadtotherebelliousbehavior,anditwillhaveanegativeinfluenceonlearning.Whatismore,affectionexiststhewholeprocessofthestudents’learningbehavior;itwillaffectthestudents’learningmotivation,enthusiasm,andtheresultsoflearningandeventhecharacteristicsofstudents’inthefuture.Atpresent,thereformofthefundamentaleducationalcurriculumhasfullyrecognizedtheeffectsofaffectiveeducation,TheNewCurriculumhasreferredthatthecontentandthetargetofEnglishcurriculumshouldbebasedonlanguageskills,languageknowledge,affectionandattitude,learningstrategies,culturalconsciousnessinordertomakethestudentsachievetheabilityoflanguageintegratedskills.ItisclearthataffectionplaysavitalroleinEnglishlearning.Tolstoysaid:“Successinteachingisnotcompulsorybuttostimulatestudent’sinterest.”ThenhowdoesaffectioninfluenceonEnglishlearning?WhichwayscanwemotivatestudentsinEnglishlearning?5.TheWaystoMotivateinEnglishLearningGoodwayscanhelpthestudentslearnEnglisheffectively,sointhissection,theauthorwillgivesomeadvicetothestudentsandtheteachers.5.1AsfortheStudentsFirstofall,intheteachingprocess,thestudentsarecentered,thustheauthorwantstodiscussthequestionsfromthestudents’pointofview.Onlythestudentsthemselvesrealizetheimportanceoflearning,theteacherscanplaytheleaderroleeffectively.Therefore,theauthorhopesthatthestudentscandotheseasfollowsbeforetheybeginlearningaforeignlanguagesuchasEnglish:5.1.1HavingaclearrecognitionabouttheenvironmentofEnglishlearningOurmothertongueisChinese,inreality,welackofakindofsituationaboutEnglish;moreover,ourmothertongueitselfhassomeinfluenceonforeignlanguagelearningespeciallyEnglish.Consideringthat,whenthestudentsfacethedifficultiesinthefuturestudyinglikeoralEnglish,listeningskillsorgrammarquestions,theywilltakeeffectivemeasurestodealwiththemactively.5.1.2CorrectingtheattitudetowardsEnglishlearningItisso-called“Theattitudedecideseverything”.Havingacorrectattitudeishelpfultolearnwell.Infact,theattitudetowardsstudyinghasaninfluenceonlearningeffect.Therewasacase:intheexperiment,therewasalearnerwhodidnotunderstandtherequirementsabouttheexperiment,afterhereadeightsyllableswhichhavenomeaningforforty-sixtimes,theteacheraskedhimwhetherhecouldmemorizethemornot,heevencannotsayoutasyllable.However,whenheattainedthewholerequirements,hehadapositiveattitudetomemorizethemagain,justforawhile,herecitedallthesyllables.AnAmericanfamousprofessoreversaid,“Creatinghumanbeing’saccomplishment,besidesthecapability,thereisakindofcatalyst,whichisattitude.Whenwehaveacorrectattitude,wecanmakefulluseofourowncapability,andthenthegoodresultswillappearnaturally.”Therefore,agoodattitudecanpromotethelearners’study.5.1.3GettingintoagoodstudyhabitAgoodhabitcanincreasethechancetosuccess.Ofcourse,asanEnglishlearner,thatisthesame.Thus,thestudentsshouldgetintoagoodstudyhabit.Forexample,theycanpreviewthewordsandthereadingmaterialsbeforetheteacherbegintohavealecture.Atthatmoment,theyshouldmarkwheretheycannotunderstand.Next,theyshouldlistentotheteacherinclasscarefullyandtakesomenecessarynotesinordertohelpthemreviewafterclass;andthentheyoughttospendenoughtimememorizingthewords,phrasesandusefulexpressions.Whatismore,theyneedapplythesetolifeintimesuchasspeakingEnglishtocommunicatewiththeothersorreadingnewspapersormagazinesinEnglish.Likethat,learningEnglishisnotadifficultjobanymore.Besides,wecanhavefunstudyingEnglish.5.1.4Sometimes,wemaymeetsuchaproblem:StudentAisaveryhard-workingstudent,hecanalwayscompletethetaskcarefullyontimewhetherinclassorafterclass,however,theresultsarenotsosatisfyingthathecannotbecomethetopstudentinclass.Onthecontrary,StudentBisaplayfulstudent,healwaystakesanactivepartinallkindsofactivitiesifhelikesasifhedidnothaveenoughtimetostudy,tooursurprise,heisthetopstudentinclassorinschool.Wemayaskwhyinsurprise.Atthemoment,wehavetosayusefulandsuitablelearningstrategiesarenecessarytostudyeffectively.Thestudentswhodonothaveeffectivestudyshouldcommunicatewithotherexcellentstudentsmoreoftensoastofindmoreeffectivelearningstrategies.5.2AbouttheTeachersNext,astheleadingrole,howshouldtheteachermotivatethestudentsinlearningEnglisheffectively?Therearesomewaysasfollows:“Youcanleadahorsetowater,butyoucan’tmakehimdrink.”Motivatingstudentsisalittlelikethat.ItnotonlyinvolvesleadingthemtolearningEnglish,butalsomakingthemhaveathirstyforknowledge.Asakindoflanguagelearning,Englishlearninghasitsowncharacteristicsthatneedthelearnersremembermore,practicemoreandcommunicatemorethanothersubjects.Students’motivationiscriticalforEnglishlearning.Englishteachersareorganizersorleadersinteaching.Theyhaveresponsibilitytoincreasetheirstudents’inclinationtoperformwillinglyandactivelyonEnglishlearning.5.2.1UsingvariousandinterestingactivitiesItiseffectiveandfunctionaltoapplyvariousandinterestingactivitieswithmoderatechallengetoattractstudentstoarousetheircuriosityinEnglishlearninginviewofintrinsicmotivation,arousalandthecharacteristicsoflanguagelearning.Languagelearningisalittledifferentfromothersubjectsthatneedstudentstodeveloproundlyinfourskillsoflistening,speaking,readingandwritingbyrememberingplentyofvocabulary,sentencesandgrammar,practicingandspeakingmoreinclass.StudentsarewillingtoparticipateinEnglishlearningbycombiningEnglishwithrecreationandtorealizethatEnglishlearningcanbeinterestingandfunwiththeirinvolvementinwhichisthekeytomaintainingmotivationthroughoutalesson.GamesarewelcomedinEnglishteachingespeciallyinelementaryschools.AsAydanErsozexplains:Well-chosengamesareinvaluableastheygivestudentsabreakandallowstudentstopracticelanguageskills.Gamesarehighlymotivatingsincetheyareamusingandchallenging.Furthermore,theyemploymeaningfulandusefullanguageinrealcontexts.Theyalsoencourageandincreasecooperation.

Guessinggame,gapfilling,chainstorygamesarepracticalandinterestingthatcanbeusedinEnglishlearning.Inrole-play,songsandsummerEnglishcampingtripsarealsoeffective.Somerealsituationdiscussionandcreativeactivitiessuchascreateanadvertisementareencouragedinhighergrade.Variousandinterestingactivitiesencouragestudentstoinvolveasmuchofthetimeandeffortaspossibleandaswellasenhancelearningmotivation.

5.2.2InvolvingnewandeffectivetechniquesAssometechniqueshavebeenemployedinteaching,therearemorechoicesandmoremethodsforteacherstostimulatestudents’intrinsicmotivationsuchasCALL(computerassistedlanguagelearning),multimedia,usingInternetandeducationalsoftware.Thesemethodsareinnovative,interesting,practicalandeffectivewithcolorfulpictures,vividvoices,plentifulinformationandeffectiveinteractionthatarousestudents’curiosityandinterestandaswellaspromotetheirintrinsicmotivation.Withintrinsicmotivation,manystudentscanstartself-studyinschoolsorathomestoeffectivelyimprovetheirlistening,readingandwritingthroughthismethod.

5.2.3Highexpectationandusingrewardappropriately

AnEducatoroncesaid:“Theteachingmethod,whichoncehitstudents’fieldofemotionandwill,aswellasthepsychologicalneedsofstudents,willbecomehighlyeffective.”HighexpectationandusingrewardappropriatelyareeffectivemethodsasoutwardpowertostimulatestudentsinEnglishlearningonthebasisofextrinsicmotivationtheory.Sometimesourexpectationsaboutpeoplecauseustotreattheminwaysthatmakethemrespondjustasweexpectedtheywould(Good&Brophy,1991:114).Extrinsic-motivatedstudentsneedtoberefueledbyoutwardenergysuchasteachers’highexpectations,praiseandsomerewards.Researchdemonstratesthatteacherexpectationsinfluencestudentachievementhigherexpectationcanyieldbetterperformancefromstudents.“Iknowthatyoucanallsolvetheseproblemsifyouworkatit.NowgetstartedandI’llhelpyouifyourunintosomeproblems.”Thesewordsshowtheteacher’semotionalsupportandconfidenceinthestudent’sabilitiesandasresultthestudentwhoisespeciallyintrovertedandshytospeakinclasstrieshisorherbesttoovercometheproblemswithexpectation.Moreover,duringclass,teacherscanaskstudentstoanswerquestionsmoreoften,whicharemorecompleteandaccurate,andallowmoretimetoanswerandgivemoreencouragementtostiruptheirarousal.Andafterexams,cooperativeactivitiesandhomeassignments,teacherscanoffermorecompleteandpositivefeedbackorevaluationstostudentsabouttheirperformance.Meanwhile,asteachers,donotforgettogivemoreeffectiveandappropriaterewards,whichmustbeexplainedwhythestudentdeservesit;avoidgivingseverecriticismwhichwilllowerstudentmotivationandrewardsexcessivelythatstudentsmayrelyonrewardsasthereasonforlearningnotfortheknowledgeitself.

5.2.4Createarelaxedandpositivelearningclimate

Climateisimportantbecauseitcreatesanenvironmentthatencouragesbothachievementandmotivation(Raviv,Ravivi,&Reisel,1990:457).FromtheviewofMaslow’shierarchytheory,motivationandneedandthecharacterofEnglishlearning,arelaxedandpositivelearningclimateshouldbeprovidingforstudentslearningEnglish.Inafriendlyatmosphere,studentscanfeelsecureandtheirsenseofunderstandingandchallengeaswellaslearningmotivationcanbepromoted.InEnglishlearning,studentsneedagreatdealofpracticetospeakinclass,thusimplementingsomerulestoensurethemmakesufficientuseofthepracticetimeandatthesametimetomakethemfeelsafeandcomfortableandareawayfromcriticismandlaughingbymakingmistakes.Meanwhile,teachersshouldallowstudentstodiscussbroadlywithoutthefearofexpressingtheirownthoughtsdifferentfromothers.Whenstudentsmakesomemistakes,teachersdescribethemasopportunitiesforimprovementwithwarmcomments,suchas”Thisisagoodexperienceforyou.Whenyoufinallygetit,youwillhaveimprovedalot.”withmoresmilesandencourages,teacherscanhavemoreinteractionsandstandclosertostudents.Afterwards,beforestartingclassandactivity,teachers’explanationofwhatstudentssupposedtobelearningandwhytheyarelearningitpromoteasenseofvalueandmakestudentsmoreclearandpositiveinlearningEnglish.Thenteachersshouldpresenttaskswithchallengingintheprincipleofneithertooeasynortoodifficultthatbeyondthestudents’capacity,becausetasksthataretoodifficultdiscouragethemfromtrying;tasksthataretooeasyproduceboredomanddecreasedfeelingsofcompetenceandself-efficacy(Farrell,1990:460).Andwhenstudentsaredealingwiththetasks,teachersshouldpreparetogivesupportiveaidsatanymoment.

5.2.5Cooperativeactivities

Cooperativeactivitiesareatoptimalleveltokeepstudentsfeelsafeandcanstimulatetheirarousal.Thus,moreandmoreteachersusecooperativeactivitiesinEnglishteachingratherthancompetition,whichisalsorelativelyeffective.Incooperativeactivities,studentscandecreasefearoffailurewhilecommunicateandexchangeinformationeffectivelyandinvolvewithhighemotionandeffortstosolveproblems.Inthiscase,studentswhoarereluctantandfearfultoperformaredrawntoparticipatetosharetheirideas.ThismethodissuitableforhigherlevelofstudentstocommunicateinEnglish.Forexample,groupdiscussinganddoingproject,whicharecomplexandchallenging,areagoodwaytoenablestudentstoworkcooperativelywithpeers.Andasteachers,itismoreeffectivetoprovidehelpsandcommentfairlyontheirworkintimeoraskstudentstomakeaself-evaluationabouttheirprojects.Thisenablesstudentstofocusontheirlearningprocessandallowsthemtoseetheirprogress.Andself-evaluationgivesstudentsasenseofaccomplishmentandresponsibilityforlearning.5.2.6ThemostimportantuseoflearningEnglishistocommunicatewithpeoplebyusingthetargetlanguage,butnotallofthelearnersareactivetouseEnglishespeciallywhentheyarefrustratedbyfailureinEnglishlearning.ThemorewayswecangiveourstudentstouseEnglish,havefunwithEnglishandexperiencesuccessinEnglishlearning,themorelikelywearetokeepallourstudentsmotivatedandsuccessfulbasedonthetheoryofneedsandbeliefs.AndHamachekhasdoneagooddealofresearchontheeffectsoffailureonschoolachievement,andalmostwithoutexceptionconcludedthatsuccesstendstoencouragestudentstoraisetheirlevelofaspiration,whereasfailuregenerallycausesthemtolowerit(1972).Thispointcanbereachedbyprovidingmorechancestojoinactivitiesforstudentstoexperiencesuccesswithmorefreedomandself-determination.Forinstance,teacherscantakefiveminutesoutofeveryclasstimeforstudentstodothe“Iamateachertoday”activityinwhichprovidesstudentsanopportunitytochangetheirroleintoteachertoteachotherstudentsEnglishonclassasasenseofsuccess.Duringthesefiveminutes,studentsc