1.介绍
1.1. 研究的背景
人们普遍认识到，现代教育已经越来越注重个人能力和综合素质的提高。教育部“大学英语课程教学要求”（尝试）（2003年），新的教学模式，从时间和空间的限制，模拟最新的信息技术，特别是注重学习者个性化和积极性的培养。Moreover, the rapid advance in science and technology alsooffers rich media resources, creating simulated communication environment. So anever-increasingly number of colleges introduce the concept of autonomous learning intoEnglish learning.Of many English learning groups in China, here is a special group from theundergraduates whose major are classified into art rather than science, like music andpainting. http://www.1daixie.com/dxyylw The group has its distinctive features in terms of English learning ： ]. TheirEnglish is poor, so is their motivation; 2. Special evaluation standard for their majormakes them ignore the academic courses, and little effort is put in English learning; 3.The teaching methods are inflexible and tedium; 4. English teaching for theseundergraduates is always on the brink of English teaching, much less the relevantteaching materials and methods.
As is known, today's mode of teaching and learning in university is still fresh to thestudents surveyed in this paper who have suffered from the the score-orientated teachingmode existing extensively in senior high schools for a long time. In their past experience,teachers would prefer to care about what they learn rather than how they feel whenlearning. It's not uncommon that teachers cannot treat a student as a whole person, andsuch an ignorance of affective factors trigger corresponding problems to serious extent,which eventually give rise to students' low efficiency in class learning, much less theautonomous learning after class. Besides, driven to deal with a series of exams, theyabandon their own goals of getting some certificates and learning abroad, and the failuresin such struggles make English learning a big barrier on their ways to success. Therefore, it's necessary to realize and utilize the positive emotions and affect to promote theirlanguage cognition in the development of those students' autonomous learning.
1.2. Significance of the study研究目标
Autonomous learning gives priority to learners' initiative, enthusiasm and creativitybecause the kernel of it is actually a psychological mechanism which means affectiveinvolvement is a key to the success of autonomous learning. Unfortunately, in previousstudy, the matter of affect cannot be stressed so much as it's supposed to be.Subsequently, learners , http://www.1daixie.com/dxyylw with no necessary affective support, naturally fail to get theanticipated learning outcome, and then might retreat from learning. By further exploringaffective factors in various aspects, ranging from the common phenomenon ofcognition-only mindset in language teaching to the impact of affective factors onnon-native learners' autonomous English learning, this paper encourages Englishlanguage pedagogues to get a full appreciation of affective learning in students.
Although there are some researches home and abroad get to emphasize theautonomous learning and affective factors, most of which are mainly about thecorrelation between the two fields, few specially concentrate on the music students. Sucha English learning group is often ignored when those researches claim to be made fornormal English learners. From the points of music students, this paper will discuss andanalyse the affective factors in learning in as detailed a way as to make clearer theinfluence of these factors on autonomous learning. The aim of this study is to facilitateautonomous learning behaviours by developing the affective factors concerned and italso covers how to construct positive affective factors in undergraduates' autonomouslearning in order to improve the English teaching quality in arts majors.
2. Literature Review文献综述
2.1. Affective factors in English language learning英语学习中的情感因素+
长期的情感，这在心理学领域被看作是一个心理活动，尤其是体现人类的内心体验，反应他们的社会需求和相应的外部反应。Thesignificance of affect lies in its role as a psychological process which reflects therelationship between objects and individuals. And individuals have a series of variedaffective experiences to develop their own characteristics in such a psychologicalprocess.Jane Arnold and H. Douglas Brown, authorities in the field of Linguistics, give us adefinition in Affect in Language Learning: Affect is regarded broadly as aspects ofemotion, feeling, mood or attitude which condition behavior (Jane Arnold, 2000.12).Further speaking, affect in second language teaching is associated with learners inlanguage learning, and affective state of learners exerts direct effect on their ownlearning behavior and outcome.
Although some experts would like to equate affect with emotion, Jane Arnold agreeon Damasio's distinctions between emotions and feelings. According to him, emotionsdiffers from feeling because the former means changes in body state in response to apositive or negative situation while the latter is perceptions of these changes.For Schumann, affect and personality is driving force to activate cognitive skills inlearning. An individual with good learning potentials but no affective impetus wouldhardly develop his learning enthusiasm, because affect is closely related to humanattitude, desire, confidence, attention and persistence, all of which are instrumental to theconstruction of individual learning autonomy.In terms of Education Psychology, there are psychological evidences that humanperception, sensation, memory, attention,
3.Research design........................................... 29-34
3.1. Research Questions.......................................... 29
3.2. Subjects.......................................... 29-30
3.3. Instruments ..........................................30-32
3.4. Procedure ..........................................32-33
3.5. Data Collection.......................................... 33-34
4.Result analysis ..........................................34-42
4.1 The affective state of music students ..........................................34-35
4.2 The students' performance .......................................... 35-38
4.3 The relation between each ..........................................38-42
5.Conclusion.......................................... 42-48
5.1. General Findings.......................................... 42-43
5.2. Implication.......................................... 43-47
5.3. Limitation of the Study.......................................... 47-48
Conclusion结论
The result of the research shows some effects of affective factors on autonomouslearning, which are supposed to be avoided in future research.
1. The subjects in my research are just 81 students in Huazhong Normal University,and some of them are not serious about the research. Clearly, the limitation exists in thenumber of subjects. Aside from it, it was by the beginning of the first semester of theuniversity when the students were being tested, and then they might not have enoughawareness of autonomous learning. It could not be reasonable for the wholeinvestigation.
2. This research concerns two aspects affective factors and autonomous learning,and the methods consist in the questionnaire. The students finished it within less than 10minutes between two classess, and after that, we just analyzed the original data, and therewere not other investigations about the research. Then it is not completely universal to allthe other similar researches.
3. Since the point in this research are intersected, the complicated correlationcoefficients wasn't got until the combination of SASS and SPSS, which eventuallybecame very hard to analyze and explain.
In this paper, we just focus on the autonomouslearning behavior and internal affective factors in the students. More important, thematters in the questionnaire are mainly about the after-class autonomous learningbehavior.In short, the research in this paper are aimed at some special aspect of autonomouslearning, and the relevant affective factors are examined in this scope, so further studiesshould be conducted to state the comprehensive impact of affective factors onautonomous learning.