| 摘要 | 第1-5 Abstract | 第5-12 Introduction | 第12-17 Chapter One The related theoretical basis of Affection teaching | 第17-22 1.1 Krashen’s“Affective filter” hypothesis | 第17-19 1.2 Rogers’united informed idea of congnition-affection | 第19 1.3 Bandura’s self-efficacy | 第19-22 Chapter Two Affective Factors and New Course Reform | 第22-37 2.1 Definition of affect | 第22-23 2.2 Affective factors under the New Course Reform | 第23-25 2.3 The importance of affective factors | 第25-27 2.4 The boundary of affective factors | 第27-28 2.5 The types of affective factors | 第28-32 2.5.1 Motivation | 第28-30 2.5.2 Self–confidence and Self-esteem | 第30-31 2.5.3 Anxiety | 第31-32 2.5.4 Empathy | 第32 2.6 Learners’individual factors | 第32-34 2.7 Effective factors among teaching subjects | 第34-37 2.7.1 Learner strategy | 第34-35 2.7.2 Language anxiety | 第35-36 2.7.3 Learner’s hopelessness | 第36-37 Chapter Three Application of affective factors in the teaching of English | 第37-54 3.1 Increasing students’ will to learn English and reducing anxiety | 第37-38 3.2 Flexible use of various teaching methods, to arouse students’interest | 第38-39 3.3 Respecting and understanding students, establishing a harmonious teacher-student relationship | 第39-43 3.3.1 Teachers’role | 第41-42 3.3.2 Learners’ attitude | 第42-43 3.4 Emoting affective factors in the teaching content | 第43-45 3.4.1 Teaching material | 第43-44 3.4.2 Teaching methodology | 第44 3.4.3 Culture factors | 第44-45 3.5 Monitoring students’ learning style and strategies | 第45-46 3.6 Changing roles the teachers and students | 第46-47 3.7 Using body language | 第47-50 3.8 Giving praise, encouragement, and affirmation to students | 第50-54 Conclusion | 第54-56 Bibliography | 第56-60 Acknowledgements | 第60页 |
