大学新生英语学习的情感因素与教学策略  

Affective Factors and English Teaching Strategies for First-year Undergraduate Students

作　　者：庄群英[1] 

机构地区：[1]福建师范大学协和学院外语系,福建福州350007

出　　处：《凯里学院学报》2010年第2期144-147,共4页Journal of Kaili University

基　　金：福建省教育厅B类科研项目"情感因素在大学英语教学中的作用"的研究成果之一(项目编号JBS07172)

摘　　要：人文主义心理学强调要促进人的全面发展,须把认知和情感两个方面统一起来。语言学习的认知方面一直以来颇受学界重视,而对情感因素的忽视是造成目前我国大学英语教学效果不够理想的重要因素之一。针对大学新生特有的情感因素,英语教师应该采取相应的教学策略,以收到理想的教学效果,促进学生人格的健康、和谐发展。Humanistic psychologists stress that cognition and affect should be combined in order to promote the all-round development of individuals. The cognitive factors have always been emphasized in the sphere of language learning. However, the neglect of affective factors has become one of the most important reasons contributing to the unsatisfactory teaching results. With regard to the distinctive affective factors of first-year undergraduate students, English teachers should adopt corresponding teaching strategies so as to abtain good teaching results and improve students＇ personality development.

关 键 词：大学新生 英语学习 情感因素 教学策略 

分 类 号：H319[语言文字—英语]