浅谈教师的课堂表现对学习者学业成就的影响((2)
2017-08-06 03:40
导读：Those educators, fore-passed and nowadays, abroad and at home, lay too much emphasis on the brain’s functions of sense and cognition while neglecting its emotional development, which results in “e
Those educators, fore-passed and nowadays, abroad and at home, lay too much emphasis on the brain’s functions of sense and cognition while neglecting its emotional development, which results in “emotional illiteracy” [1]. Such kind of tendency exerts great influence on language teaching by attaching too much importance to the cognitive side of language learning while overlooking the functions of affective factors.2. Affect Teaching
2.1 The Definition of Affect
What does the word “affect” mean? There are definitions from various resources.
l (Psychology). 1. A feeling or emotion as distinguished from cognition, thought, or action. [2]
l Affect refers to emotion and feelings, the affective domain is the emotional side of human behavior.[3]
l The external expression of emotion attached to ideas or mental representations of objects; cf. mood. [4]
l The outward manifestation of a person’s feelings, tone or mood. Affect and emotions are commonly used interchangeable.[5]
Actually, the terms affect, emotions and moods or feelings can be used interchangeably, although we are aware that distinction can be drawn between them.
Affect is perhaps more general, and may be used to refer to both emotions and moods.
2.2 The Categories of Affect
Here affect can be divided into three kinds: the affect of learners themselves, the affect among learners, and the affect between learners and teachers. The first one includes many aspects, such as “anxiety, inhibition, self-esteem, motivation” [6] and so on. And the latter two are mainly embodied in classroom transactions.
2.3 The Importance of Affect
The role and mechanism of affect in teaching process show that optimizing learners’ affect has an important, practical meaning for real teaching.
Usually, as we know, the affective factors between teachers and students can be regarded as a kind of extrinsic motivation, which is the crucial force that determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres. In the same class, students with positive affect had higher learning proficiency. “In the teaching context, learners’ affect is the reflection of the relationship between teachers and teaching activities and learners’ real needs. Whether teachers and teaching activities meet learners’ demands is the main factor that influences the development of learners’ affect” [7] . In addition, any effective way to stimulate learners’ affect also depends on teachers.
大学排名 Here I should follow Arnold in saying that one’s ‘affect’ toward a particular thing or action or situation or experience is how that thing or that action or that situation or that experience fits in with one’s needs or purpose, and its resulting effect on one’s emotions. [8]
2.4 What is Affective Teaching
Affective teaching is a kind of teaching approach, in which teachers focus on valuing student attitudes, feelings and beliefs in the teaching process, and make good use of the positive factors of affect to encourage students to discuss their personal interests and experiences. “Affective teaching is somewhat a positive way to consummate teaching goals, to improve teaching methods and to consolidate teaching effects. The most important characteristic of this teaching approach is that it provides learners a good opportunity to develop their affect as well as cognition, which can be called an all-round education.” [9]
