Affective factors and cognitive factors are two important parts of English learning, However, English teaching in recent years have taken into special consideration the necessity of knowledge and intelligence and comp...Affective factors and cognitive factors are two important parts of English learning, However, English teaching in recent years have taken into special consideration the necessity of knowledge and intelligence and comparatively ignored the development of affection. It may greatly reduce students＇ English learning capacity and limit the whole development of students. This paper will discuss the definition and the importance of affection and some main affective factors, and illustrate some implications of how to implement practical affective activities.展开更多
Affect plays a significant role in college English teaching and learning, in which teachers, learners, tasks and contexts or environments interact with each other, developing a system of affective interaction. In the ...Affect plays a significant role in college English teaching and learning, in which teachers, learners, tasks and contexts or environments interact with each other, developing a system of affective interaction. In the system, the teacher is a facilitator and mediator and the learner is the subject of English learning. In a harmonious and friendly classroom environment, with the knowledge transmission blending in well with the cultivation of affect, attitudes and values, students＇ cognitive and emotional development can be promoted. The experimental results of the present study indicated that students in the affective college English classroom did significantly better （p〈 .05） in cognition than before. Furthermore, the analyses of the two surveys showed that attention to affective interaction in college English teaching helped students enhance their interest in college English learning, cross-cultural awareness, self-confidence, interpersonal intelligence, and so forth. Therefore, our conclusion is that attention to affective interaction in college English classroom teaching is conducive to students＇ personal growth and a more holistic development.展开更多
Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profe...Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.展开更多
文摘Affective factors and cognitive factors are two important parts of English learning, However, English teaching in recent years have taken into special consideration the necessity of knowledge and intelligence and comparatively ignored the development of affection. It may greatly reduce students＇ English learning capacity and limit the whole development of students. This paper will discuss the definition and the importance of affection and some main affective factors, and illustrate some implications of how to implement practical affective activities.
文摘Affect plays a significant role in college English teaching and learning, in which teachers, learners, tasks and contexts or environments interact with each other, developing a system of affective interaction. In the system, the teacher is a facilitator and mediator and the learner is the subject of English learning. In a harmonious and friendly classroom environment, with the knowledge transmission blending in well with the cultivation of affect, attitudes and values, students＇ cognitive and emotional development can be promoted. The experimental results of the present study indicated that students in the affective college English classroom did significantly better （p〈 .05） in cognition than before. Furthermore, the analyses of the two surveys showed that attention to affective interaction in college English teaching helped students enhance their interest in college English learning, cross-cultural awareness, self-confidence, interpersonal intelligence, and so forth. Therefore, our conclusion is that attention to affective interaction in college English classroom teaching is conducive to students＇ personal growth and a more holistic development.
文摘Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.
