Impact of Affective Factors on Senior High School Students with Low English Reading Ability

Autor/inn/en	Liu, Chubai; Luo, Xinjie
Titel	Impact of Affective Factors on Senior High School Students with Low English Reading Ability
Quelle	In: English Language Teaching, 14 (2021) 12, S.91-100 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	High School Students; Standards; Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Reading Ability; Anxiety; Foreign Countries; Self Efficacy; Learning Motivation; Metacognition; Social Environment; High Stakes Tests; Mental Health; Counseling Services; Parent Child Relationship; Affective Behavior; China + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Standard; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading competence; Lesekompetenz; Angst; Ausland; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziales Umfeld; Psychohygiene; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Affective disturbance; Active behaviour; Affektive Störung
Abstract	In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function of affective factors and its negative influence upon English reading of 80 students with low English reading ability in a high school in Jiujiang. The results of the study show that reading anxiety is common among high school students, the internal motivation for English reading is weak and the external motivation is strong, the self-efficacy of reading is not clear and firm. The study further found that the great academic pressure and high school students' self-awareness which are subject to external environment, language and other factors cause high school students' anxiety, the international social environment and examination system have a large impact on high school student' external motivation. In order to improve the English reading ability of high school students, this research tries to make corresponding suggestions for teachers, students and other aspects from the perspective of affective factors. As for the English teachers, they should set up diversified activities and increase the interest of teaching content in order to promote emotions with knowledge. As for the students, they should clarify their tasks to enhance learning motivation. The school should set up mental health courses and psychological counseling room and provide psychological training for teachers. Then, parents should try to communicate with students and learn to ask for help rather than paying too much attention to students' performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01