| 摘要 | 第1-5页 |
| Abstract | 第5-10页 |
| 1 Introduction | 第10-16页 |
| 1．1 An Overview of the Development of Affect Research | 第10-13页 |
| 1．1．1 Affect Research in Foreign Countries | 第10-11页 |
| 1．1．2 Affect Research in China | 第11-13页 |
| 1．2 The Object of This Thesis | 第13-14页 |
| 1．3 General Organization of This Thesis | 第14-16页 |
| 2 Theoretical Background | 第16-26页 |
| 2．1 Humanistic Perspectives | 第16-19页 |
| 2．1．1 Maslow's Humanistic Views | 第16-17页 |
| 2．1．2 Carl Rogers' Humanistic Views | 第17-18页 |
| 2．1．3 Implications of Humanism for English Teaching and Learning | 第18-19页 |
| 2．2 Constructivism | 第19-22页 |
| 2．2．1 Piaget's Cognitive-Developmental Theory | 第19-20页 |
| 2．2．2 Jerome Bruner's Constructivist Views | 第20页 |
| 2．2．3 George Kelly's Constructivist Views | 第20-21页 |
| 2．2．4 Implications of Constructivism for English Teaching and Learning | 第21-22页 |
| 2．3 Social Interactionism | 第22-24页 |
| 2．3．1 Lev Vygotsky's Social Interactionist Views | 第22-23页 |
| 2．3．2 Reuven Feuerstein's Social Interactionist Views | 第23页 |
| 2．3．3 Implications of Social Interactionism for English teaching and learning | 第23-24页 |
| 2．4 Social Constructivist Model | 第24-26页 |
| 3 Affect in English Teaching and Learning | 第26-38页 |
| 3．1 Affective Factors | 第26-34页 |
| 3．1．1 Individual Factors | 第26-32页 |
| 3．1．2 Relational Factors | 第32-34页 |
| 3．2 Affect in Some SLA Models | 第34-36页 |
| 3．2．1 Affective Filter Hypothesis | 第34-35页 |
| 3．2．2 The Social Educational Model | 第35-36页 |
| 3．3 The Importance of Studying Affect in English Teaching and Learning | 第36-38页 |
| 3．3．1 The Promotion of Affect to Cognition | 第36页 |
| 3．3．2 Mutual Acceleration between Affect and Cognition | 第36-38页 |
| 4 The Current Affective State in College English Teaching and Learning in China | 第38-47页 |
| 4．1 Questionnaire Ⅰ , Evaluation and Analysis | 第38-40页 |
| 4．2 Questionnaire Ⅱ, Evaluation and Analysis | 第40-42页 |
| 4．3 Questionnaire Ⅲ, Evaluation and Analysis | 第42-43页 |
| 4．4 Questionnaire Ⅳ, Evaluation and Analysis | 第43-47页 |
| 5 Appropriate and Applicable Strategies | 第47-66页 |
| 5．1 Student strategies | 第47-53页 |
| 5．1．1 Improving Learners' Expectancy and Building Self-confidence | 第49-50页 |
| 5．1．2 Aiming at Intrinsic Motivation | 第50-51页 |
| 5．1．3 Lowering Anxiety | 第51-52页 |
| 5．1．4 Lowering Inhibition | 第52-53页 |
| 5．2 Teacher strategies | 第53-59页 |
| 5．2．1 Being Knowledgeable, Skilled and Concerned with Students Psychologically | 第54页 |
| 5．2．2 Promoting Learner-autonomy as a Democratic Leader | 第54-55页 |
| 5．2．3 Having a Correct and Firm Belief | 第55-56页 |
| 5．2．4 Learning to Think, Feel and Teach Reflectively | 第56-57页 |
| 5．2．5 Paying Attention to Skills of Teacher's Feedback | 第57-58页 |
| 5．2．6 Learning to Shorten Distance between Students and Teachers | 第58-59页 |
| 5．3 Task Strategies | 第59-62页 |
| 5．3．1 Material Selected | 第59-60页 |
| 5．3．2 Activities participated | 第60-62页 |
| 5．4 Context Strategies | 第62-66页 |
| 5．4．1 Creating a Positive Group Dynamic in Class | 第63-64页 |
| 5．4．2 Dividing the Teacher-fronted Class into Groups | 第64-66页 |
| 6 Experimental Studies | 第66-71页 |
| 6．1 The first Experimental Study Design | 第66-68页 |
| 6．1．1 Purpose | 第66页 |
| 6．1．2 Subjects | 第66页 |
| 6．1．3 Procedures | 第66页 |
| 6．1．4 Questionnaires | 第66-68页 |
| 6．1．5 Analysis | 第68页 |
| 6．2 The Second Experimental Study Design | 第68-71页 |
| 6．2．1 Purpose | 第68页 |
| 6．2．2 Subjects | 第68-69页 |
| 6．2．3 Materials | 第69页 |
| 6．2．4 Procedures | 第69页 |
| 6．2．5 Test | 第69页 |
| 6．2．6 Results | 第69-70页 |
| 6．2．7 Analysis | 第70-71页 |
| 7 Conclusion | 第71-75页 |
| 7．1 Pedagogical implications | 第71-73页 |
| 7．1．1 The Interactive Process of English Teaching and Learning | 第71-72页 |
| 7．1．2 The Promotion of Emotional Strategies to Affect and Cognition | 第72-73页 |
| 7．2 Limitations of the present study and suggestions for the future research | 第73-75页 |
| Notes | 第75-76页 |
| Bibliography | 第76-80页 |
| Appendix | 第80-82页 |
| Publication during Study | 第82-83页 |
| Acknowledgements | 第83页 |
