Emotion English Teaching

     【Summary】 emotional factors on the junior high students in English language learning is extremely important implications. In this paper, from a psychological point of view of emotional factors in the role of the teaching process, emphasizing the importance of emotional factors. The use of affective strategies for teaching. Inspire and train students from the learning motivation, the consolidation of interest in learning, empathy teaching, teacher-student cooperation, to

    explore teaching materials. In teaching activities, only to establish emotional teaching in learning activities in an important position in order to truly simultaneous intellectual and emotional development, and achieve the purpose of improving teaching quality.

     Psychologist Peter Galloway (Peter Salvoey) and Yuehanmaiye (John Mayer) that a person in society to be successful, play a major role is not intellectual factors, but emotional factors. The former accounted for 20%, which accounts for 80%.

    Psychologist Daner Goleman (Daniel Coleman) that emotional factors are important to the viability of the individual is a kind of emotion to explore the potential ability to influence the use of emotional life at all levels and the quality of life, a key factor in the future, and that success in human elements in the cultivation of emotional factors are more important than intelligence; his cultivation of emotional factors should be an integral part of school education is for all students, rather than specifically designed for problem

    students remedial measures (cited in Liu Qi Hui, 2002).

     In the teaching process, the emotional factor is the emotional interaction between teachers and students bond and bridge, teachers teach and students learn is inseparable from

    two aspects. Teachers in the teaching process into emotional, optimistic positive attitude to students imparting knowledge,

    then the infection of the students under the teacher will take a positive frame of mind to accept new things. In order to

    better help students develop the potential of knowledge and creativity, educators should be as much as possible the use of emotional factors, conscious culture, training to improve students ability to control emotions, which has a positive and far-reaching significance.

     First, the theoretical basis

     Emotional factors in second language learning process an integral part of and has a decisive role. Unsuccessful foreign language learning can be attributed to a variety of affective disorders. Therefore, mobility, control that affect second language learning and emotional factors, to create the conditions for learning success is very important.

     The new "English Course Standards" in the curriculum goals of increased emotional strategies and cultural requirements. This

    shows that English language learning strategy, the importance of affective strategies. Liu Bin Xiaoping once said: "Education is full of emotion, full of love cause, there is no emotional education is pale education, education alone can not

    create new knowledge." So do not attach importance to emotional education is not only not conducive to all-round

    development of students, but also runs counter to the orientation of curriculum reform in the new century will ultimately not conducive to the acquisition and mastery of

    knowledge.

     Therefore, the teaching activities have both cognitive development objectives, must also have emotional development. At the same time, we must give full attention and emotional factors play an active role in achieving the unity of

    cognitive and emotional development, thus achieving emotional quality education in order to facilitate emotional awareness.

     Second, emotional factors and the relationship between secondary school foreign language teaching

     Teachers as classroom language input and teaching the organizers, not only disseminators of knowledge and wisdom,

    but also the students the example of the strength of their emotional and sometimes more than the imparting of knowledge itself, influence on students. If a teacher has their own love of English, the language as a science and an art, through the dramatic presentations and various forms of language training activities to enable students to study in the active state, it will inspire them to a large extent passion for learning and

    motivation. Teacher's personality will affect students, a rich and full of contagious self-confidence is bound to affect the

    character of teachers and changing student attitudes and interests. The enthusiasm of teachers, lively, learned of the

    students and teaching content will have a positive impact.

     Emphasis on English language teaching emotional communication between teachers and students, the intellectual and emotional aspects combine teaching. Studies have shown that high school

    students to learn a foreign language the most direct source of motivation for foreign language teachers, the emotional power as well as their attitude. Therefore, English teachers need to establish a good relationship with the students and conduct

    more emotional exchanges communicate with each other. English teachers should teach students to understand, for them to respect, love, between classes after school with them to talk. The transmission of information between teachers and students interact and emotional exchanges are conducive to create a harmonious atmosphere of language learning and mobilize the enthusiasm of students and foster interest in learning foreign languages.

     3, emotional Strategy in Middle School Teaching">English Teaching

     Affective strategy training is to enable students to master and use the language learning process to control and adjust their own interest, attitudes, motivation, confidence and perseverance factors such as strategy. Teacher training and developing students affective strategy is to enable

    students to build confidence in learning a foreign language; to have a positive attitude towards learning a foreign language; understanding of the significance of foreign language learning; know how to discover the fun of foreign

    language learning; in foreign language learning to overcome shyness and anxiety psychology; the use of language when you are not afraid of mistakes; attention and the emotional

    adjustment of foreign language learning; understand the feelings of others; be happy to provide assistance to other students and so on. Teacher training and development strategy for the students emotional, you can start with the following areas:

     (A), motivate and develop students motivation to learn

     Motivation to learn is to master knowledge, the

    formation of noble character of the important elements of the perfect. Therefore, the train and motivate the students motivation to learn English is the primary task of teachers. Motivation to engage in any act directly to promote in order

    to achieve a definite purpose source of motivation. Motivation to learn to motivate students to learn directly the activities of internal dynamic. It is a learning need is social and educational objective requirements for student learning in the

    reflection in the minds of students. It is the intention of learning performance, desire or interest in the form of learning play a catalytic role. Motivation can be divided into internal motivation and external motivation. Extrinsic motivation affect students learning a foreign language refers to external factors. For example, student achievement will be among the best teachers praised the envy of students so as to enhance their further efforts to study the initiative. Internal motivation refers to motivation comes from within the students, such as the purpose of the disciplinary preferences of the teacher's favorite is the most direct drivers.

     (B), to overcome the anxiety, the consolidation of interest in learning

     The process of teaching students English is the process of communication skills in English, but also sharpen their health mental process. In teaching students with a strong will to learn English can not be underestimated its effect. Tolerance is poor, willpower, in the English language learning

    difficulty in a study on the loss of interest and curiosity, and then on the English learning anxiety. Many research results show that the stronger the anxiety of students, foreign language learning outcomes are often worse, more and

    more interest in learning English declined. Therefore, a positive learning emotions and moderate level of anxiety, improve the overall efficiency of learning English is

    essential. Only the students themselves, learning English, and English culture has a positive feelings in order to maintain

    motivation to learn English and get a good result. Negative emotion will not only hinder learning English, affecting the effectiveness of students learning English, but will affect the overall development of students. Junior middle school

    students is at the early stage of life, understanding of things more to perceptual knowledge, so obvious emotional investment in the more important. Reposted elsewhere in the paper for free download http://

     (C), empathy teaching, nurture

     The so-called transference refers to a person's awareness activities through the imagination projected onto another person. Empathy is a human thought, feelings and views of mutual understanding. In teaching activities, teachers should, through their own thoughts, feelings and ideas to help students get to experience empathy, that is the emotional change through their own knowledge and feelings of students, to generate new knowledge and emotion, so as to achieve the purpose of teaching and educating. Dealings with students,

    teachers understand the emotional needs of students are familiar with student's interest, hobbies and personality such as emotional factors in order to materials; the relationship between teachers and students of equality, harmony, teachers

    have a certain affinity with students, loved and respected by ; teachers to put themselves in understanding, the students understand the emotional experience and inner feelings, to accept different from their own behavior, views, opinions and

    values, not force students to completely copy and accept their views, but rather to encourage students to think, dare to ask questions; teachers believe that students, students can look forward to positive, successful, able to see the progress of students so that students trust level and ability of teachers felt some teachers have support and help comfort students and teachers interact emotionally.

     Of teachers teaching can help students develop emotional empathy sexual experience, producing a sense of intimacy (are

    willing to close teacher), security (in the teachers feel safe and secure side), sympathetic (for teachers of gratitude), rely on a sense of (I believe teachers The words and deeds), and a sense of mission (aware of their responsibilities,

    cherish lofty ideals and aspirations). Teachers only masters of their own emotions, with their own true feelings to the infected students, motivate students, interaction with students in order to reflect characteristics of empathy play empathy functions.

     (D), teacher-student cooperation, emotional communication

     Teaching teachers and students co-operation mainly

    include two aspects, one emotion cooperation, the second is to recognize co-operation. Emotional co-operation refers to the

    teachers and students in the teaching process highly

    consistent emotion, common in the excited state of excitement. Understanding of co-operation is the teaching of teachers

    thought the students echoed everywhere, always in tune, in step, to reach a consensus. Cooperation is the awareness of

    teachers and students emotional basis for cooperation is to understand the cooperation of services, without the cooperation of teachers and students of emotion in the knowledge it is difficult to achieve a pleasurable experience, improving teaching effectiveness.

     Emotional cooperation needs a good teacher-student

    relationship. Teachers to establish a good relationship between teachers and students to play a leading role. First of all, teachers should constantly improve themselves and enhance

    their own charm, the importance of improving their own quality, instrument upright and noble morality, knowledgeable, has a strong teaching ability and proactive personality traits; Secondly, the frequent interaction with the students in educational with their sincerity and selflessness to their students, to help students overcome their learning difficulties in life and in promoting exchanges between teachers and students feelings, to shorten the psychological distance between teachers and students; Furthermore, pairs of

    students taught by full of love feelings, care students are the foundation and prerequisite for educating students, teacher-student relationship is good or not, is not a question of methodology, but an emotional issue.

     (5), excavation materials, emotional resonance

     Textbook is the carrier of emotional factors. Middle School English Textbook contains rich emotional resources for

    teachers in a variety of emotional feelings teaching of teaching materials and platforms. Teaching in the

    implementation of emotion, people tend to focus more attention on the teachers and students, while ignoring the development and use of materials contained in the emotional factors, resulting in emotional waste of resources. Study hard materials, from a psychological point of view of emotional material, appropriately grasp the emotional significance of language materials, and guide students to discover the United States, feel the United States, will contribute to the emotional resources to play a textbook to enhance the

    emotional level of the students.

     Expression of emotion the way from the point of view, there are explicit materials hidden emotional factors and emotional factors. Dominant emotional factors is defined as teaching materials through language and text, pictures and other visual image means people can directly feel the emotional factors. This type of emotional factors are often reflected by complex, intertwined emotions, is the objects, scenery, people, love the product of integration, reflecting

    the human truth, goodness and beauty relentless pursuit of noble sentiments, and has a strong educational orientation.

     Affective Factors in the use of materials mold student sentiment is an important part of emotional education. But the

    sentiment of the mold is not achieved overnight, and there is a slow and gradual process, non-one lessons can be solved, a

    class can only reflect the emotional experience of the students or emotional change, while the formation of the noble sentiments of the students role in promoting the needs of English teachers in a long-term unremitting efforts.

     To sum up, emotional factors on the junior high students in English language learning is extremely important influence, and the present, concerned about the emotional attitude of the international basic education is one important feature of the trend. English subjects to develop students interest in learning, attitudes and self-confidence and other emotional

    factors, one of the goals as a curriculum to students to

    master knowledge, cognitive strategies into the emotional context of the objectives of teaching, fully embodies the people-oriented and sustainable development of educational thought The educational philosophy. Therefore, teachers should

be fully study and understand the student learning strategies,

    timely and appropriate challenge their teaching strategies and teaching methods, working knowledge of hand. In teaching activities, only to establish emotional teaching in learning activities in an important position in order to truly simultaneous intellectual and emotional development, and achieve the purpose of improving teaching quality.

     References

     "1" Liu Qi Hui. 2002 On the cultivation of emotional intelligence in English Teaching

     "2" on the affective factors in English teaching in secondary

    schools the impact of

     <3> Freeman, D. L.