外语教学中调节情感态度因素课件.ppt

1、外语教学中调节情感态度因素外语教学中调节情感态度因素Affective Factors in Affective Factors in Language Learning Language Learning Contents1.Relevant contents in the new Curriculum.2.Relevant learning theories3.Key factors4.applications如何理解情感态度目标？（1 1）有些情感态度，如学习动机、学习兴趣、）有些情感态度，如学习动机、学习兴趣、自信心，不仅与英语学习有密切的关系，而且自信心，不仅与英语学习有密切的关系，

2、而且还是在英语学习方面取得成功的前提条件。还是在英语学习方面取得成功的前提条件。（2 2）学生在英语学习过程中形成的各种情感态）学生在英语学习过程中形成的各种情感态度，如动机、兴趣、自信、意志，可以转化到度，如动机、兴趣、自信、意志，可以转化到其他的学习活动之中以及学生将来从事的工作其他的学习活动之中以及学生将来从事的工作和社会活动之中。和社会活动之中。（3 3）有些情感态度，如祖国意识和国际视野，）有些情感态度，如祖国意识和国际视野，在表面上与英语学习没有直接联系，但应该渗在表面上与英语学习没有直接联系，但应该渗透到英语学习之中。透到英语学习之中。导言 情感态度因素已被新列为教学目标之一。情

3、感态度既是学生全面发展的一个重要方面，也是影响学习结果的重要因素。本课程将重点讲授如何在教学各环节采取有效措施调节好学生的各种情感因素，使教学达到事倍功半的效果。一、英语课程标准 英语课程三大目标（1 1）语言技能是语言运用能力的重要组成）语言技能是语言运用能力的重要组成部分。部分。（2 2）知识也是语言能力的有机组成部分，）知识也是语言能力的有机组成部分，是发展语言技能的重要基础。是发展语言技能的重要基础。（3 3）情感态度指影响学生学习过程和学习情感态度指影响学生学习过程和学习效果的相关因素，以及在学习过程中逐效果的相关因素，以及在学习过程中逐渐形成的祖国意识和国际视野。渐形成的祖国意识和

4、国际视野。为什么要把情感态度列为课程目标？（1 1）语言与情感态度有密切关系。）语言与情感态度有密切关系。（2 2）情感态度对语言学习的结果有重要影响。）情感态度对语言学习的结果有重要影响。（3 3）情感态度本身就是学生全面发展的一）情感态度本身就是学生全面发展的一个重要方面。个重要方面。Relevant TheoriesRelationship between learning and teaching.Krashens affective filter hypothesisHuman Beings as learnersHumansThinking beingsFeeling beings

5、Social beingsLearning and Teaching1.Learning can only be done by the learners themselves.2.Teaching is guiding and facilitating learning,enable the learner to learn,setting the conditions for learning.3.Teaching can induce,facilitate,speed up learning.Language LearningA L2 learner is not merely lear

6、ning the language,but 1.learning to build up his language ego;2.learning to understand another culture;3.getting familiar with new ways of thinking;4.learning to communicateKrashens Affective Filter Hypothesis Not all input will become intake.Major Factors1.Self-esteem2.Inhibition3.Risk-taking4.Anxi

7、ety5.Empathy6.Extroversion vs.introversion7.Character types8.MotivationThe Power of self-esteem(What can you read from the cartoon?)To enhance self-esteem:some ideas1.To enable students to experience success.2.Give immediate and positive feedback.3.Raise awareness of students own strength and achiev

8、ementsWays to help experience success1.Focus on success and achievement2.Use objectives-referenced testing3.Setting manageable and realist goals.4.Breaking up threatening tasks into small steps.5.Analytic assessment 6.Diachronic evaluation Tolerance of differences Split method Dynamic view Prompt fe

9、edback1.Give genuine feedback.2.Give feedback promptly.3.Give more positive feedback.4.Express belief in their abilities,potentials,etc.5.When giving negative feedback,the teacher should be fair,objective,and sincere,and better be introduced by emphasizing the positive side.6.Feedback can be both ve

10、rbal or non-verbal.(Human beings have an ear for praises.)To raise awarenessAsk students to do SWOT analysis of themselves.Strengths:what they know,possess,and can do.Weaknesses:room for improvementOpportunities:environmental factors.Threats:what to watch out for.The Effect of InhibitionTo protect h

11、is fragile ego(image)To keep silent/refuse to take risks.Lose chances to practiceNo learningThe defenses which we place between ourselves and others to protect the egoInteractive Techniques1.Playing guessing games and communication games2.Do role plays and skits3.Sing songs4.Use plenty of group work

12、5.Laugh with your students6.Have them share their fears in small groups.Tips for the Teacher1.Do not push too early or too hard.2.Never tease or make fun of the student.3.Encourage every small effort in trying.Risk TakingLearners should be willing to take some risks.Trial and error learningHypothesi

13、s testing.Experimenting.Not afraid of committing errors.Skills and competence can only be built up gradually.Moderate and accurate guesses are the optimal.Some tips1.Pair work/group work,less class presentation.2.Praise students for making sincere efforts to try out language.3.Use fluency exercises

14、where errors are not corrected at that time.4.Give outside-of-class assignments to speak or write or otherwise try out the language.AnxietySome concern over a task to be accomplished is a positive factor.Both too much and too little anxiety may hinder the process of successful language learning.A st

15、ate of apprehension/associated with feelings of uneasiness,self doubt,apprehension,or worryEmpathyThe process of“putting yourself into someone elses shoes”,of reaching beyond the self and understanding and feeling what another person is understanding or feeling.Empathy:significanceEmpathy:an example

16、 An English lady:I bought this shirt yesterday in the department store.A Chinese lady:How much did you pay?(expectation:compliments)An English lady:190 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

17、 example A:What do you think of Mr.Smith?B:He is an interesting man.(no comment in particular)A:Interesting?In what way.Motivation:definition An 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 o

18、r less innate,yet their intensity is environmentally conditioned.Motivation stems from basic innate drives.Six desires of human organisms1.The need for exploration2.The need for manipulation3.The need for activity4.The need for stimulation5.The need for knowledge6.The need for ego enhancementExplora

19、tion Human beings have a drive to probe the unknown.ManipulationHuman beings have a drive to control our environment.Have you ever been fascinated with a magic cube?ActivityHuman beings are compelled to be physically active.StimulationHuman beings are receptive to mental,emotional or physical stimul

20、ation.Are you interested and amused by the following pictures?KnowledgeHuman beings yearn for answers to questions.Ego enhancementI AM the cool man!Every human being wishes to look good,capable,smartImplications1.All types of motivation are useful in SLA in certain situations.2.Motivation is a power

21、ful factor in SLA.Its effects are to be seen on the rate and success of SLA,rather than on the route of acquisition.3.Motivation learning success motivation learning What can teachers do to motivate?(Feeling of success is the most motivating factor.)Careful pacing and programming success self-esteem

22、 motivationWhat can teachers do?Motivation that is dependent on the learners learning goal is far less amenable to influence by the teacher than motivation that derives from a sense of academic or communicative success.In the case of the latter,motivation can be developed by careful selection of lea

23、rning tasks both to achieve the right level of complexity to create opportunities for success and to foster intrinsic interest.Applications1.During designing stage.2.In the classroom.3.After class.During designing stage1.Use task-based,activity-based,learner-centered methods.2.Select interesting,cha

24、llenging,right difficulty level materials.3.Use multiple means.4.Use modern facilities.5.Be imaginative.6.Prepare both content and language.In class1.Good rapport.2.Encourage students“do”with the language.3.Interact with each other.4.Group,pair work,presentation,etc.5.Immediate feedback.After class1

25、.Assignments which have a realistic bearing.2.Cooperative work.3.Experiencing language in life.4.Criteria-based students work evaluation.THANK YOU!Virtual Tourism Lesson sixteen Book II Beijing Normal UniversityThe brain learns by building and stabilizing neural connections(see Leamnson,1999).Some p

26、ractices make sense from this standpoint;some just do not.All learning produces complex interconnectedaffective and cognitive synaptic“wiring.”InstructionalDimension%VariationExplainedImportanceShown byCorrelation(and rank)with StudentAchievementImportanceShown byRankwith OverallEvaluationsTeachers

27、preparation;organization of the course30 35%.57(1)(6)Clarity and understandableness25 30%.56(2)(2)Perceived outcome or impact ofinstruction15 20%.46(3)(3)Teachers stimulation of interestin the course and its subjectmatter10 15%.38(4)(1)Teachers encouragement ofquestions,discussion,andopenness to opi

28、nions of others10 15%.36(5)(11)Intellectual challenge andencouragement of independentthought(by teacher&course)5 10%.25(13)(4)Teachers sensitivity to,andconcern with class level andprogress5 10%.30(10)(5)Teaching for Learning&Satisfaction(after K.Feldman,1997;1998)Suggestion:triangulate a global summative item with a profile of pedagogical practices and a profile of learned material.One Validity Does Not Preclude Other ValiditiesIts OK to discover that tests dont correlate well with knowledge surveys.