初中英语教学中移情因素研究

文档编号:YY427  文档字数:5948.页数:23

摘    要
 情感教学心理学认为，学习过程中影响学习效果的最大因素之一是对学习者情感的控制。学生情感态度的变化会极大地影响外语学习的效率。积极，健康的情感会激发学习者的热情，并促进其克服困难，取得良好的成绩。本文借鉴了国内外学者在这一领域的研究成果，尝试在中学英语课堂上进行移情的应用研究。
 本研究基本内容试图从中学生的心理特点出发，结合语用移情与礼貌原则与合作原则的关系，探讨移情在初中英语教学的高效性，具体体现在课堂教师的语言和教学，以及教师对学生的反馈上着手运用礼貌策略，平等策略，交流策略，和小组合作策略，来弥补语用移情在初中英语教学中的运用的空白，强调教师的移情语言对英语教学的影响。

关键词：移情；心理学；英语教学

ABSTRACT
 According to educational psychology, affect accounts learning efficiency and success. "Empathy", as a kind of positive affect, has been studied by many scholars. In this paper, the author, on the basis of the achievements made by the scholars home and abroad, explored the effects of "Empathy" used at English class teaching in middle school.
 This thesis studies according to the psychology of middle school students, combining the relationship of pragmatic empathy between the politeness principle and the cooperative principle. Based on these theories, the author attempts to propose three pragmatic empathy strategies: politeness strategy, appropriateness strategy and equality strategy, and group cooperation strategy.

Keywords：empathy; psychology; English language teaching

Contents

1．Introduction 1
1.1 The importance of studying affect 1
1.2 Related researches of affect abroad and home 1
1.3 The importance of empathy to affect 2
2. Theoretical Basis of Empathy Theory 3
2.1 The concept of empathy theory 3
2.2 Development of empathy theory 4
2.3 The problems with the existing studies 4
3. English learning psychology of students 6
3.1 Introduction 6
3.2 Learning emotion 6
3.3 Learning attribution 6
4. Empathy strategy 8
4.1 Pragmatic empathy strategy 8
4.1.1The origin of pragmatic empathy 8
4.1.2 Pragmatic empathy in brief 9
4.2 The empathy in group interaction strategy 9
5. The Effect of the Empathy on English Teaching 11
5.1 Introduction 11
5.2 Using praising and encouraging strategies 12
5.3 Using correcting probably strategies 13
5.4 Using group interaction strategy 14
5.4.1Thinking in others' shoes strategy 15
5.4.2 Using cooperating strategy 16
6. Conclusion 18
Acknowledgements 19
References 20

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