外語(yǔ)教學(xué)中調(diào)節(jié)情感態(tài)度因素課件

1、外語(yǔ)教學(xué)中調(diào)節(jié)情感態(tài)度因素Affective Factors in Language Learning ContentsRelevant contents in the new Curriculum.Relevant learning theoriesKey factorsapplications如何理解情感態(tài)度目標(biāo)？ （1）有些情感態(tài)度，如學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)興趣、自信心，不僅與英語(yǔ)學(xué)習(xí)有密切的關(guān)系，而且還是在英語(yǔ)學(xué)習(xí)方面取得成功的前提條件。（2）學(xué)生在英語(yǔ)學(xué)習(xí)過(guò)程中形成的各種情感態(tài)度，如動(dòng)機(jī)、興趣、自信、意志，可以轉(zhuǎn)化到其他的學(xué)習(xí)活動(dòng)之中以及學(xué)生將來(lái)從事的工作和社會(huì)活動(dòng)之中。 （3）有些情感態(tài)度

2、，如祖國(guó)意識(shí)和國(guó)際視野，在表面上與英語(yǔ)學(xué)習(xí)沒(méi)有直接聯(lián)系，但應(yīng)該滲透到英語(yǔ)學(xué)習(xí)之中。 導(dǎo)言情感態(tài)度因素已被新列為教學(xué)目標(biāo)之一。情感態(tài)度既是學(xué)生全面發(fā)展的一個(gè)重要方面，也是影響學(xué)習(xí)結(jié)果的重要因素。本課程將重點(diǎn)講授如何在教學(xué)各環(huán)節(jié)采取有效措施調(diào)節(jié)好學(xué)生的各種情感因素，使教學(xué)達(dá)到事倍功半的效果。一、英語(yǔ)課程標(biāo)準(zhǔn) 英語(yǔ)課程三大目標(biāo)（1）語(yǔ)言技能是語(yǔ)言運(yùn)用能力的重要組成部分。（2）知識(shí)也是語(yǔ)言能力的有機(jī)組成部分，是發(fā)展語(yǔ)言技能的重要基礎(chǔ)。（3）情感態(tài)度指影響學(xué)生學(xué)習(xí)過(guò)程和學(xué)習(xí)效果的相關(guān)因素，以及在學(xué)習(xí)過(guò)程中逐漸形成的祖國(guó)意識(shí)和國(guó)際視野。為什么要把情感態(tài)度列為課程目標(biāo)？ （1）語(yǔ)言與情感態(tài)度有密切關(guān)系。（2

3、）情感態(tài)度對(duì)語(yǔ)言學(xué)習(xí)的結(jié)果有重要影響。 （3）情感態(tài)度本身就是學(xué)生全面發(fā)展的一個(gè)重要方面。 Relevant TheoriesRelationship between learning and teaching.Krashens affective filter hypothesisHuman Beings as learnersHumansThinking beingsFeeling beingsSocial beingsLearning and TeachingLearning can only be done by the learners themselves.Teaching is

4、guiding and facilitating learning, enable the learner to learn, setting the conditions for learning.Teaching can induce, facilitate, speed up learning.Language LearningA L2 learner is not merely learning the language, but learning to build up his language ego; learning to understand another culture;

5、 getting familiar with new ways of thinking; learning to communicateKrashens Affective Filter HypothesisNot all input will become intake. Major FactorsSelf-esteemInhibitionRisk-takingAnxietyEmpathyExtroversion vs. introversionCharacter typesMotivationThe Power of self-esteem(What can you read from t

6、he cartoon?)To enhance self-esteem: some ideasTo enable students to experience success.Give immediate and positive feedback.Raise awareness of students own strength and achievementsWays to help experience successFocus on success and achievementUse objectives-referenced testingSetting manageable and

7、realist goals.Breaking up threatening tasks into small steps.Analytic assessment Diachronic evaluation Tolerance of differences Split method Dynamic view Prompt feedbackGive genuine feedback.Give feedback promptly.Give more positive feedback. Express belief in their abilities, potentials, etc.When g

8、iving negative feedback, the teacher should be fair, objective, and sincere, and better be introduced by emphasizing the positive side.Feedback can be both verbal or non-verbal.(Human beings have an ear for praises.)To raise awarenessAsk students to do SWOT analysis of themselves.Strengths: what the

9、y know, possess, and can do.Weaknesses: room for improvementOpportunities: environmental factors.Threats: what to watch out for.The Effect of InhibitionTo protect his fragile ego (image)To keep silent/refuse to take risks.Lose chances to practiceNo learningThe defenses which we place between ourselv

10、es and others to protect the egoInteractive TechniquesPlaying guessing games and communication gamesDo role plays and skitsSing songsUse plenty of group workLaugh with your studentsHave them share their fears in small groups.Tips for the TeacherDo not push too early or too hard.Never tease or make f

11、un of the student.Encourage every small effort in trying.Risk TakingLearners should be willing to take some risks.Trial and error learningHypothesis testing.Experimenting.Not afraid of committing errors.Skills and competence can only be built up gradually.Moderate and accurate guesses are the optima

12、l.Some tipsPair work/group work, less class presentation.Praise students for making sincere efforts to try out language.Use fluency exercises where errors are not corrected at that time.Give outside-of-class assignments to speak or write or otherwise try out the language.AnxietySome concern over a t

13、ask to be accomplished is a positive factor.Both too much and too little anxiety may hinder the process of successful language learning.A state of apprehension/associated with feelings of uneasiness, self doubt, apprehension, or worryEmpathyThe process of “putting yourself into someone elses shoes”,

14、 of reaching beyond the self and understanding and feeling what another person is understanding or feeling.Empathy: significanceEmpathy: an exampleAn English lady: I bought this shirt yesterday in the department store.A Chinese lady: How much did you pay?(expectation: compliments)An English lady: 19

15、0 yuan(reluctantly)A Chinese lady: Thats too much. Youve been cheated out of money. (being concerned and stand up for the others interest) Empathy: another exampleA: What do you think of Mr. Smith?B: He is an interesting man.(no comment in particular)A: Interesting? In what way. Motivation: definiti

16、onAn inner drive, impulse, emotion, or desire that moves one to a particular action. More specifically, human beings universally have needs or drives that are more or less innate, yet their intensity is environmentally conditioned.Motivation stems from basic innate drives.Six desires of human organi

17、smsThe need for explorationThe need for manipulationThe need for activityThe need for stimulationThe need for knowledgeThe need for ego enhancementExplorationHuman beings have a drive to probe the unknown.ManipulationHuman beings have a drive to control our environment. Have you ever been fascinated

18、 with a magic cube?ActivityHuman beings are compelled to be physically active.StimulationHuman beings are receptive to mental, emotional or physical stimulation. Are you interested and amused by the following pictures?KnowledgeHuman beings yearn for answers to questions.Ego enhancementI AM the cool

19、man!Every human being wishes to look good, capable, smartImplicationsAll types of motivation are useful in SLA in certain situations.Motivation is a powerful factor in SLA. Its effects are to be seen on the rate and success of SLA, rather than on the route of acquisition.Motivation learning success

20、motivation learning What can teachers do to motivate?(Feeling of success is the most motivating factor.)Careful pacing and programming success self-esteem motivationWhat can teachers do?Motivation that is dependent on the learners learning goal is far less amenable to influence by the teacher than m

21、otivation that derives from a sense of academic or communicative success. In the case of the latter, motivation can be developed by careful selection of learning tasks both to achieve the right level of complexity to create opportunities for success and to foster intrinsic interest.ApplicationsDurin

22、g designing stage.In the classroom. After class.During designing stageUse task-based, activity-based, learner-centered methods.Select interesting, challenging, right difficulty level materials.Use multiple means.Use modern facilities.Be imaginative.Prepare both content and language.In classGood rapport.Encourage students “do” with the language.Interact with each other.Group, pair work, presentation, etc.Immediate feedback.After cla