Affective factors of college students and English listening teaching 英语毕业论文

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AffectivefactorsofcollegestudentsandEnglishlisteningteaching1.0IntroductionAmericanlinguistKrashen（1982）believesthatthereisnofundamentaldifferencebetweenthewayweacquireourfirstlanguageandoursecondlanguage.Heclaimsthathumanbeingshaveinnateabilitiesthatguideourlanguagelearningprocedure.Infantscanlearntheirmothertonguesimplybylisteningtothespokenlanguagewhichismeaningfultothemanditisthesamethatweacquireaforeignlanguage.Languageacquisitionisachievedbylargeamountofcomprehensibleinputandlisteningisthemostimportantmethodtoacquirecomprehensibleinput.Therefore,asabasicskillofverbalcommunication,listeninghasbecomemoreandmoreimportantforEnglishlearners.ListeningteachingalsooccupiesanimportantpositioninEnglishteaching.TheteachingaimofcollegeEnglishistodevelopstudents’comprehensiveabilitiesespeciallylisteningability.WiththereformofCET4andCET6,therehasbeenagrowingstrengthofEnglishlisteningcomprehension.AffectionisnecessaryforEnglishlearnersanditisanattitudeexperienceofapersonanditcomesfromwhenobjectivethingscanmeetthisperson’sneeds.Affectionmainlyreflectstherelationshipbetweenindividualneedsandobjectivethings.Ifobjectivethingscanmeetpeople’sneedsorcomplywithpeople’swishes,pleasantexperienceswillbeproducedandonthecontraryifobjectivethingscannotmeetpeople’sneedsorgoagainstpeople’swishes,harrowingexperiencewillimmediatelyappear.Intheprocessofteaching,students’affectivecharacteristicsdecidetheirlearningeffect.DifferencesoflisteninglevelexistinalltheEnglishlearners.Thatisbecausethereareseveralfactorsinfluencestudents’listening.Amongallthesefactors,affectivefactorsarethemostimportantonesbesidesintelligencefactors.AffectivefactorshaveabigeffectonEnglishlearners,especiallyontheirEnglishlistening.ThispapermakesuseoftheAffective-filterHypothesisofKrashentoanalysethoseaffectivefactorswhichaffectcollegestudents’listeningcomprehensionandputforwardcorrespondingteachingstrategies.Try-16- ourbesttoreducethenegativeinfluenceofaffectivefactors,toenhancethepositiveemotioninterventionandmeanwhiletoimprovecollegestudents’Englishlisteninglevel.OnthebasisofAffective-filterHypothesis,thisthesisaimstomakecleartwopoints:(1)Whatareaffectivefactorsandtheirimpacts?(2)HowtoteachEnglishlistening.Inthisthesis,abriefintroductiontoaffectivefactorsismadeatfirst,whichcanhelpclarifytheunderstandingofaffectivefactors.AfterthatisadetailedanalysisoftheaffectivefactorsaccordingtoAffective-filterHypothesis.(1)MotivationanditseffectsonEnglishlistening.(2)Self-confidenceanditseffectsonEnglishlistening.(3)AnxietyanditseffectsonEnglishlistening.Finally,someteachingstrategiesareputforwardconcerningtheeffectsofaffectivefactors.2.0TheTheoreticalBasisofAffectiveFactors2.1TheAffective-filterHypothesisTheAffective-filterHypothesisisfirstpresentedbyDulayandButt(1977).Theydefiniteaffective-filteraprocessingsystemwhichpreventslearner’languageinputthroughaffectivefactors.Latterinthe1970s,Krashenappliedlinguisttodeepenthisstatement.HeputforwardtheMonitorHypothesis.Thistheoryincludesfivehypothesis:theNaturalOrderHypothesis,theAcquisition-Learninghypothesis,theMonitorhypothesis,theInputhypothesisandtheAffective-FilterHypothesis.Amongthem,theAffective-FilterHypothesissupporttheideathataffective-filterisapsychologicalbarrierwhichpreventsthedigestionandabsorptionofcomprehensibleinput.Thisprocesscanbeexpressedasfollows:Input－Affective-Filter－LanguageAcquisitionDevice－AcquisitionAbility.Fromtheabovewecanseethatfromlanguageinputtolanguageacquisitiondevice,affective-filteristhefirstobstacle.Inotherwords,affectivefactorseitherpromoteorblocktheacquisitionoflanguage.Affectivefactorsoflearnerinfluencetheiracquisitionprocess.Theseaffectivefactorsfilterstudents’languageinput.Thelesstheaffective-filterthereis,themorelanguageinputstudentscanget.Thatistosay,thelargenumberofcomprehensibleinputisnotequaltogoodresultsofsecondlanguageacquisition.Languageinputmustbefilteredbystudents’affectionbeforelanguageacquisition.AmericanlinguistKrashen,cliamsinhis“PrinciplesandPracticeinSecondLanguage-16- Acquisition”(1982)thatthevariableswhichaffectsecondlanguageacquisitioncanbedividedintothreetypes,theyaremotivation,self-confidenceandanxiety.Theseaffectivefactorscaninfluencetheacquisitionofsecondlanguagedirectly.2.2ClassificationofAffectiveFactors2.2.1MotivationMarionWilliams＆RobertBurden(1989)applyadefinitionofmotivation,whichshowsthatmotivationisastateofcognitionandaffection.Motivationcanleadtoaconsciousdecisionanditcanalsobringaboutlong-playingphysicalandmentalpay.Motivationcanleadanactiontoaclearaim.Peoplecanbeawakenedbyinternalorexternalcauseandthiswillleadtosomeactionsforacertainaim.Thisaimcanbeeithertheaimitselforanotherthing.Onceanactionbegins,itcannotstopuntilachievingthegoal.Allofthemareinfluencedbytheexternalenvironmentandvaryfrompersontoperson.Thisprocesscanbeexpressedasfollows:Therearereasonstodosomething→determinetodoit→holdonandmakeeffortstodoit.Theyalsodistinguishinternalmotivationandexternalmotivation.Internalmotivationisthatpeopledosomethingjustforthethingitselfandenjoytheexperienceandtheprocess.Externalmotivationisthattheonlyreasonforpeopletodosomethingisnotthethingitself.Theybelievethatthesetwokindsofmotivationarenotincompatible.Peoplecanhavebothinternalmotivationandexternalmotivationandtheycaninteractionwitheachother.Theypointoutthatteachersshouldstimulateandencouragestudents’internalmotivation.Motivationresultsfrommanyfactors,suchasfamily,school,socialenvironment,livingenvironmentandsoon.Fromtheabovewecanknowthat,students’learningaiminfluencestheirlearningeffectdirectly.Aclearlearningaimcanprovideagreatmotivatorandstudentscanprogressfast.Onthecontrary,studentswillgetverylittleeffect.2.2.2Self-ConfidenceSelf-confidenceisanimportantaspectofmotivation.Asuccessfullanguagelearnermustbeapersonwithconfidence.Researchersrealisethatlanguagelearnersalwayslackconfidenceandcorrectunderstandingoftheirselves.StudentsareafraidofexpressinginEnglish.Thereareseveralreasonsbehindlackingconfidence.Butasamediatorof-16- teachingprocess,teachersplayavitalrole.Feuerstein（1990）claimsthatstudents’lackingofconfidence,theirinferioritycomplexandfrustrationhaveadirectrelationwithteachers.Whenstudentsmeetproblems,theywilllosetheirheads.Instead,studentswithconfidenceandfeelinginggoodabouthimselfcanmakeprogressfast.2.2.3AnxietyAnxietyisanemotionalstate.Itresultsfrompressureandnervousnessinlanguagelearningprocess.Thecausesofanxiteymainlyhavethreeaspects.Firstandforemostisteachers’input.Alltheresearchtheoryandpracticalexperienceshowthefactthatlanguageinputisimportanttolanguagelearners.Languageinputreferstotheinformationthatstudentshear.Thatistosay,theinformationstudentshearisalanguagesampletowhichitisexposed.Thesecondreasonisteachers’attitudestowarderrors.Teacher’sattitudetowardsstudent’smistakeisbasedonthestructuralperspective.Theybelievethatiftheyignorestudents’errors,otherstudentswilltakethemascorrectforms.Mostteachersthinkthatcorrectionwouldincreaselearners’accuracyinlanguageproduction.Infact,nomatterwhatattitudesthattheteachersshowtothestudents’errors,thestudentsmayfeelanxious.Somestudentswillbeanxious,theyareafraidofmakingmistakesandarenotwillingtoanswerquestionsevenrefusetothink.Corrections“cancertainlybedisruptiveandcouldeventuallyinhabitthelearner’swillingnesstospeakinclassatall”(Allwrightetal1991).Inthelongrun,itwilldamagesomeanxiousstudents’performance.Thethirdreasonisteachers’expectationtotheirstudents.Teachersbelievethatgoodstudentsshouldseekclarification,meaningandverification;askquestions;usedeductionandmakeinferences(Ellis&Sinclair1989).Inlangusgelearningprocess,teachersalwayskeepgreatexpectationsontheirstudents.Wecanconcludethatsomestudents’anxietyiscausedbytheirteachers’expectation.2.3CorrelationalResearchesonAffectiveFactorsTherearealotofpeoplestudythesefactorswhichrestrictcollegestudents'listeninglevelinteachingprocess.After70s,Brown(1973),Curran(1976)andKrashen(1982)begantostudyhowtopermenateaffectiontoteaching.Inthenext20years,MacIntyreandGardner(1991),Oxford(1995)andHorwitz（1986＆1996）studiedtherelationship-16- amongaffectivefactors,students’achievementandtheclassroomenvironment.Theyrealizedthatalthoughcollegeteachershaverealizedtheimportanceoflistening,mostofthemputtheirattentiononlyontheimportanceof“vocabulary”and“grammar”inlisteningcomprehensionandignoretheotherimportantnon-intelligencefactorsthatareaffectivefactors.Students’Englishlisteningleveldependsonnotonlylanguageknowledgebutalsoaffectivefactors.Therefore,toresearchEnglishlisteningteaching,torecogniseproblemsinitandtoslovetheseproblemshavefar-reachingsignificanceforEnglishteaching.Foranxiety,Chomsky(1965)insiststhatthedevelopmentofthelearner’sgrammaticalsystemguidedbytheinnatecognitivestructures.LaterKrashen(1982)emphasizesthatcomprehensibleinputwhichhasprofoundeffectsonlanguageteachingshouldbeprovided.Oxford(1999)studiedanxietyandhesummarizedthefollowingsignsoflanguagelearininganxietywhichprovedtobewellworthtacklingbothbyteachersandbystudents.—Generalavoidance:Showingcarelessness,“forgetting”theanswer,cuttingclass,lowlevelofverbalproductions,cominglate,arrivingunprepared,lackingofenthusiasminclass,seeminglyinabilitytoanswerquestions,eventhesimplestquestions.—Physicalactions:Fidgetingplayingwithclothing,hairorfingers,nervouslytouchingobjectssurrounds,stutteringandstammering,squirming,displayingjitterybehaviours,beingunabletoreproducethesoundsorintonationofthetargetlanguageevenafterrepeatedpractice.—Physicalsymptoms:Complainingaboutheadache,havingunexplainedpainsorfeelingtensioninsomepartsofthebody,andexperiencingtightmuscles.—Othersignswhichmayreflectanxietyinlanguagelearningprocess,dependingontheculture:socialavoidance,overstudying,perfectionism,lackofeyecontact,conversationalwithdrawal,hostility,monosyllabicornoncommittalresponses,imageprotectionormaskingbehaviourssuchasexaggeratedsmiling,laughing,nodding,andjoking,failingtointerruptwhenitisnaturaltodoso,excessivecompetitiveness,andexcessiveself-effacementorself-criticismsuchasIamsostupid.ThestudyofaffectivefactorsandEnglishteachingbeganinthe1980sinChina-16- .Chinesescholarsareinfluencedbywesternlinguists.TheyputattentiontotherelationshipbetweenaffectivefactorsandEnglishteaching.ZhangZhengdong(1985),WangChuming(2001),XiangMaoying(2003)havegotoutstandingachievements.Theypointouttheeffectsofaffectivefactorsfromdifferentangles.Forexample“affectionistheassistorofstudy,faultsmayleadtostagnationofstudy”,“slovingaffectiveproblemsisgoodforstudentstoarousetheirpotential”,“amoungpersonalfactors,self-confidenceisthemostimportantforEnglishlearners”.Alloftheseresearchespointtothefactthataffectivefactorsdoreallyaffectlearners’listening.3.0EffectsofAffectiveFactorsInEnglishlisteningteachingprocess,learners’affectivefactorsplayadecisiveroleinlisteningcomprehension.Ifteachersonlygivestudentslargeamountoflanguageinputbutdonotpayattentiontotheiraffectivefactors,goodteachingeffectcannotreach.Thisisidenticalwithhumanism.Humanismputsemphasizeontheimportanceofinnerworldofindividuals.Itthinkshighlyofthelearnerhimself,respectsstudents’needsandaffectionandattachesimportancetoaffectivefactorsinlanguagelearningprocess.Asanimportantmediatorinlisteningteaching,teachersshouldpaymoreattentiontostudents’affection.Listeningteachingisrestrictedbyspace-timeandthepositionofaffectivefactorscannotbereplaced.Inlisteningprocess,learnerswhohavestrongmotivation,enoughself-confidenceandlowanxietywillgetmorelanguageinputanditisgoodforlanguageinputtocomeintolanguageacquicitiondeviceandtherebyenhancethelisteningability.Instead,ifaffectivefactorsplayadominantrole,students’motivationisnotclear,self-confidenceisnotenoughandanxietyisstrong,theywillnotgetenoughlanguageinputanditwouldstopimformationfromgoingintolanguageacquicitiondevice.Asaresult,students’listeningabilityishindered.3.1EffectsofMotivationonEnglishListeningTeachingLearningmotivationisthewillinganddrivingforceforlanguagelearners.RobertGardner(1972)dividedmotivationintointegrativemotivationandinstrumentalmotivation.Learnerswithintegrativemotivationareinterestedinthetargetlanguageitselfandthose-16- withinstrumentalmotivationareacquiringatasteforsomepracticalpurposes.Bothofthesetwomotivationsmakeacontributiontolanguagelearning.Inlisteningcomprehension,motivationisanecessaryfactor.Itcanmobilizestudents’languageandbackgroundknowledge,encouragethemtousecognitivestrategiestogetinformation,andstimulatestudentstotakepartinthecommunicationactivities.However,ifthereisnostrongmotivationinlistening,studentswillbepassiveandwillgenerateresentment.Asaresult,studentscannotacquireeffectiveinformation.Manyteachersrealizeaphenomenoninclassthatiftheirstudentsareinterestedinlisteningmaterials,theycanunderstandeasieranddobettercomparedwithothermaterialsofunifieddegree.Inthesematerials,studentsgetmoreinformationtheyareinterestedinactivelyinsteadofsimplyfinishingthelisteningexercise.Studentswholistenactivelycannotonlypractisetheirlisteningbutalsocanacquirehistoricalandculturalknowledge.Thismakesstudyeasierandmoreinteresting.BecauseofthehighdemandforEnglish,motivationformostofstudentstopracticelisteningisonlyforexaminations.Theyareanxiousforsuccess.Asaresult,students’listningcannotbeimproved.3.2EffectsofSelf-ConfidenceonEnglishListeningTeachingSelf-confidenceisthesubjectiveevaluationoflearningagent.Itcomesfromselfvalueandability.Self-confidenceisveryimportantforlisteningcomprehension.Studentswithstrongself-confidencewillfullyaffirmtheirlanguageabilities,takeriskinlearning,notafiaidofmakingmistakesandbelieveinthemselves.Self-confidencecanhelpstudentstofinishlisteningtaskandachievegoodlisteningeffects.Onthecontrary,studentswithnotenoughself-confidencewillproduceamixtureofadmiration,bewilderment,andfear.Thisemotionwillhaveabadinfluenceonlistening.Inlisteningclass,moststudentsarenotsatisfiedwiththeirlistening.Thecauseforself-distrustisthathighschoolEnglishteachingignoresthetrainingoflistening.Becauseoftheirself-distrust,studentsalwayshavenegativepsychologicalsuggestioninlisteningpracticeprocess.Thispsychologicalsuggestionmayappearbeforelisteningpracticeorinthelisteningprocess.Beforelisteningpractice,somestudentswillrepeadlysaytothemselves“Iamnotgoodatlistening.Ishouldlistenmorecarefully”.Howeverjustbecauseofthisseeminglypsitive-16- psychologicalsuggestion,listeningisinfluencedandstudentswillbemoreconfusedthanordinarysessions.Inlisteningprocess,studentswillbenervouswhentheycannotunderstandaword,losetheirconfidenceandthiswillhaveabadinfiuenceonthelisteningcomprehension.3.3EffectsofAnxietyonEnglishListeningTeachingTosomeextent,mostofthestudentsareexperiencinganxietyinlisteningclass.Intheyear1986,Horwitzetal.presentedthat49%ofthesubjectsapproveofthestatementthat“Westarttonervousandpanicwhenwehavetospeakwithoutpreparationinourlanguageclasses”;33%ofthemthinkthat“wegetconfusedwhenwearespeakingduringourlanguageclasses”;28%ofthemagreewiththeopinionthat“wefeelveryself-consciousaboutspeakinginaforeignlanguageclass”;and47%ofthestudentsrejectthediscourselike“wefeelconfidentwhenwespeakinaforeignlanguageclass”.Thisresultdemonstratesthatanxietyhaspowerfuleffectsinlanguangelearningprocess.Peoplewhohasstronganxietywillgetlowlanguageinput.Onthecontrary,studentscangetmorelanguageinputeasily.Thesevariablesaffectlesrners’secondlanguageacquisitiondirectly.Therefore,onlybyreducingaffective-filteranddispellingpeychologicalbarriers,canstudentsstudyactively.InChinacollegeEnglishteachersarerequiredtoteachtheirlessonstotallyinEnglishwiththepurposeofleadingtheirstudentstothetargetlanguagetothegreatestextent.ThatisbecauseChinesestudentsseldomhaveachancetoobtainlanguageinputoutsideclasses.StudentswhohavehighcognitiveknowledgeofEnglishbuthavenotenoughexperienceofhearinglessonesinEnglishwouldfeelnervousinclass.Students’anxietyappearbecauseteachers’languageinputisbeyondtheirunderstanding.Researchesshowthatmismatchesexistamongteachers’intentionandstudents’reponsesinclassroom.Teacherstrytheirbesttoencouragestudentstobeactive.Howeveritisstilluseless.ItactsasthesamewaywithChinesestudents.InEnglishclass,studentswillnotspeakuntiltheyarecalledon.Theyhavetosaysomethingtoanswertheverysimplequestionwhichseemshighlylikelytobeunabletoanswerforthem.Somethingmustbedonetocorrectsomeoflanguageteachers’behaviorsintheclassroom.Horwitzetal(1986)-16- mentionedthatsomeresearcherswerediscussing“indetailthedefensivepositionimposedonthelearnerbymostlanguageteachingmethods”.WhatHorwitzsaidistruefornowadays’teachingsituation,forinstance,teachers’input,theirattitudestowardtheerrors,andexpectationsfortheirstudentsarenotidenticalwithstudents’beliefstowardteachers,languagelearning,andteachingtechniques.4.0RelatedTeachingStrategiesofListeningTeaching4.1ToStimulateStudents'InterestsandActivateClassroomAtmosphereMotivationisthekeyfactorforsecondlanguageacquisition.Interestistheimpetusoflanguagestudy.AsConfucius,afamousChinesepolitician,teacher,editor,andsocialphilosopherinthe SpringandAutumnPeriodofChinesehistorysaid“Inthepursuitofknowledge,curiosityismoreimportantthanknowledgeitself,andinterestisevenmoreimportantthanpurecuriosity”.TheeducatoroftheformerSovietunionKaspersky(1986)believesthatitisveryimportantforteacherstocreateagoodatmospherewhichdependsonbothspiritandmentality.Hecliamsthatingoodatmospherewhenstudents’learningactivitiescanachievetheoptimaleffect,studentswillnotfeeloverstrain,fear,andafraid.Motivationofforeignlanguagelearningcanbestimulated.Somethingcanbedonetodevelopstudents’interestsinlanguagelearning.Forteachers,themostimportantthingtodoistryingeverymeanstostimulatestudents’motivation,developtheirinterestsinlearning,reducetheirtensionanddecreasetheirattentionfatigue.InEnglishlisteningteaching,teachersmustdesigntheirclassesaccordingtostudentsinterests.Theycantakemanykindsofteachingmethodstomakelanguagelearningmoreinteresting.Forexample,teacherscanactivateclassroomatmospherebyorallanguage.Whentheyhavetoaskquestions,theycansaysuchexpressionsas“Haveatry”,“Youcanmakeit”,“Takeiteasy”,“Don’tworry”andsoon.Teachersshouldmeticulouslydesigntheircontentofcourses,instillstudentswithanunendingdeepandabidingunderstandingandteachthroughlivelyactivities.TeacherscanintroducebackgroundknowledgerelatedtolisteningmaterialstotheirstudentssuchasBritishandAmericannationalhistory,geography,custom,culture,interestingnewsandsoon.Thesematerialsshouldbechoosen-16- fromthesimpletothedifficultiesandcanbeunderstandbymostofthestudents.Thesemethodscannotonlystimulatestudentsinterestsbutalsohelpstudentstounderstandlisteningmaterials.Atthesametime,singleteachingmode“playthelistening—checktheanswers”shouldbechanged.BeforeclassteacherscanplaysomeEnglishmusictosoothestudents’emotions.Teachersshouldputattentiontotheirselectmaterials.Thesematerialsshouldbediversified,theycanincludeEnglishnews,Englishmovies,Englishsongsandsoon.Thespecificpracticesareasfollows.lToreduceunnecessarycompetitioninclasslTokeepstudentsrelaxingwiththehelpofmusic,jokesorgameslTorewardsstudentslTousediffetentkindsofteachingmodeandmethodlTofindmaterialswhichareinterestingandcomplywiththelevelofthestudentsTosumup,thesemethodscanstimulatestudents’listeninginterests,improvetheirlisteningabilities,reducetheeffectsofaffectivefilterandimprovecomprehensionoflanguageinput.Inaword,teachersshouldmanagedtokeepstudents’keeninterestsandinspirestudents’motivation.4.2ToBuildandtoProtectStudents’Self-ConfidenceConfidenceisthedeterminantofsuccessanditisthesamethatself-confidenceisimportantforlanguagelearners.Researchesshowthatintheenvironmentwhichself-confidenceisprotectedandencouraged,studentscanlearnthebest.Inlisteningteaching,inordertoinsurethatstudentsarefullofconfidenceandtheyareatthebeststateofmind,teachersshouldfocusonthewholepassagebutnotasingleword.Teachersshouldrespectandbelieveintheirstudents,encouragestudentstotakepartinlisteningactivities.Extensiveknowledgeespeciallycommonsensefordailylifeisimportantforstudentstobuildconfidenceinlistening.Soteachersshouldtrytheirbesttoexpandstudents’aspectofknowledge.Knowingofbackgroundinformationcanhelpstudentstounderstandlisteningmaterialsandtoincreaseconfidence.Studentsneedteachers’affirmationandteachersshouldencouragetheirstudents,preventinferioritycomplexactively.Oncethegoodemotionexchangebetweenteachersandstudentsisbuild,students-16- canachievethebestlearningstate.Thespecificpracticesareasfollows.lTeachersshouldusetheselanguagematerialswhichmeetthestudents'practicallevel.lTohelpstudentssetupreasonablestudyplanlToaskquestionaccordingtostudents’knowledgelevellTeachersshoulddesignmodestlearningactivitieslTopraisethestudentprogressintimelToAvoidinterferenceinstudents’learningmethodlDonotpublishtestrankingsandtestscoresTosumup,itisveryimportantforteacherstobuildandprotectstudents’self-confidenceinEnglishlisteningteaching.Teachersshouldpriseandaffirmtheirstudentsasmuchaspossibleandmakestudentsrealizetheirprogress.Students’self-confidencemaycomeafterthat.4.3ToOvercomeAnxietyInlisteningclass,bothteachersandstudentsrealisethatrelaxedatmosphereismorehelpfultonotonlyteachingbutalsolearningaswellasreducinganxiety.In1982,Krashenarguedthatlearnersmustbeinconfidentandrelaxedstatesinordertodigestandabsorbavailablelanguageinputmoreeffectively.Inaddition,lowlevelofanxietyresultsfromhighlevelofmotivation.Thatisbecausestudentsperceivetheexperiencepositivelyandtheywanttobesuccessful.Studentsmaywanttotakeriskinanaffectiveenvironment.Thereforeteacherscancreateanaffectiveenvironment.Itmayhavepositiveeffectsonstudents’attitudetowardsforeignlanguageandforeignlanguagelearningcomesbackformore.Teachers’listeningmaterialsandclassactivitiesshouldbeinthereachoftheirstudents.Teacherscanprovidechallengestostudentsbuttheyshouldensurethatthenewlearningisrelatedwiththepastlearningandmakesurethattheirstudentsareequippedwithtoolswhicharenecessarytomeetthesechallengesconfidently.Secondly,teachersshouldbemorecarefulwhentheychooseerrorcorrectionstrategies.Teachersshouldavoidputtingtheirstudentsinanembarrassingatmosphereorsingle-outpositionanditisalongwayforteacherstomaketheirstudentsfeelcomfortableandhaveenoughconfidence.-16- Agoodstudentistheonewhocanaskclarifyingquestionsandrephrasestatementsincorrectmanners.Forexample,onestudentsaidthat“LastweekIgototheparkwithmyfriends”.Iftheteacherwantstoprovideeffectivelythecorrectfeedbackandalsocontinuetheconversation,hewouldrespondthat“Youwenttotheparkwithyourfriendslastweek?”.Thelastisteachers’expectationstowardstheirstudents.Teachers’expectationshavetoberealistic,thatistosay,teachersshouldencouragetheirstudentstodowhatlanguageresearchersareexpectedto.Ontheonehand,Chineselanguageteachersareindilemmathatboththeythemselvesandstudentsareunaccustomedtothesetasks-basedandstudent-centredwaysofteachingmethods.Ontheotherhand,bothofthemknowclearlythatthenewperspectiveistherightpathtobecomeacompetentlanguagelearner.ThereforeChineselanguagelearnersexperiencegreateranxietythanthoselanguagelearnersinothercountries.Onlybyworkingtogether,cantheydealmoreeffectivelywithlanguagelearninganxiety.StudentscangetridofthepainsfromlanguagelearninganxietyandtheycanfeelthetasteofsuccessinEnglishlistening.Intheyear1977,Currancreatedcommunitylanguagelearning.Itisespeciallyfortheseadultlearnerswhomightbeafraidofbeingfoolish,andsoteachersbecomelanguagecounselor.Teachersunderstandthemandleadthemtoovercometheirfears.HisviewfollowstheCognitiveTheoryandKrashen’sMonitorTheory(AffectiveFilterHypothesis).Andlaterin1986,Horwitzetal.suggestedthatCommunityLanguageLearningshouldbedirectedatreducinglanguagelearners’anxiety.Inordertoreduceanxiety,certaintechniquesshouldadoptedintheclassroom.Teacherscandoasfollows.lteachersshouldstandbehindtheirstudentslteachersrepeatanddonotcorrectlteachersshouldinteractwithstudentslmakestudentsfeelresponsibleorincontrolTosumup,securityisprovidedbytheformoftheclass.Secondlythesenseofsecuritybetweenteachersandstudentsisproducedbymutualunderstanding.Finally,thesenseofsecurityiswovenintoactivities.“LearningisPersons(nosuperior/inferior).LearningisDynamic&Creative”.Inaword,collegelisteningteachingisacomplexprocess.Asanoldsaygoes-16- “Teachersimpartknowledgeandsolvedoubtsalsopreaching”.Teacher’dutyisnotonlyteachingbutalsoteachingwell.Sogoodteachersshouldpayattentiontostudents’affectivefactorsinlanguagelearningprocess.Affectivefactorswhichrestrictandaffectlisteningarevarious.Krashen’sAffectiveFilterHypothesisenlightensourEnglishlisteningteaching.Inordertoimproveteachingquality,weshouldattachimportancetoaffectivefactorsinteachingprocess.Teachersshouldmakeeffortstostimulatestudents’interestsinlanguagelearning,reducetheiranxietyandhelpstudentstodevelopasenseofconfidence.Theycanalsoincreasetheinterestandmultiformityoflisteningteachingandremovethepsychologicalburdenofstudents.Thefirststeptoimprovetoday’steachingistoletstudentsberelaxedandactiveinlanguagelearningprocess.Generallyspeaking,teachersshouldcreaterelaxedandharmoniousatmosphere,mobilizeaffectivefactorsactivelyandthenturntodothelisteningskillstraining.5.0ConclusionThispaperfocusesontheeffectsofaffectivefactorsandrelatedteachingstrategiesoflisteningteachingincollege.TheeffectsofaffectivefactorsareillustratedintermsoftheoriesandrealisticreasonsinEnglishlisteningteaching.NowitiswidelyacceptedthataffectivefactorshavegreateffectsonEnglishlearning.ThedetaileddiscussionabouttheeffectsofaffectivefactorscanhelprealisetheproblemsandshortagesinEnglishlisteningteachingandopenupnewideasaboutEnglishlisteningteaching.ThensomestrategiesareproposedtoimproveEnglishlisteningteaching.AffectivefactorsinEnglishteachingisaheatedlydiscussedtopic.Thispaperjustmakesaskin-deepstudyofit.Morestudiesshouldbecarriedoutinordertoexplorethepracticalstrategies.Bibliography[1]Allwrightetal.StatisticsinLanguageStudies[M].Cambridge:CambridgeUniversityPress,1986.-16- 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AcknowledgementsIamgreatlyindebtedtomysupervisor,whohasgivenmevaluableadviceandenlightenedmeonanumberofacademicproblemsconcerningmythesis.Thanksshouldalsobegiventoteachersandmyclassmates,whohelpedmealotduringtheaccomplishmentofmythesis.-16-