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1、4TheeffectivemethodsofimprovingthequalityofEnglishVocabularyTeaching提高英語詞匯教學(xué)質(zhì)量的有效方法Inthelastchapter,whichpresentsthecurrentsituationofEnglishvocabularyteachinginseniorhighschool,theexistingproblemsoftheteachersandstudentsareanalyzed.Inthischapter,itmainlydiscusseshowtoimprovethequalityofvocabul
2、aryteachingandlearning.4.1theemotioneducation情感教育Humanbeingsareemotionalcreatures,soitisofextremeimportancetounderstandhumanemotioninsecondlanguageacquisition.Fromtheperspectiveofeducationpsychology,thelearners’emotionalcontrolisoneofthebiggestfactorswhichinfluencethelearningeffectintheprocesso
3、flearning.Therearemanyfactorswhichcaninfluencelanguagelearningemotion,includingself-esteemandself-confidence,anxiety,motivation,attitude,imitationetc.Theseemotionfactorscandirectlyinfluencethelanguageacquisition.Learners’affectivestateplaysadirectpartintheirlanguagelearningandlearningresults.To
4、improveteaching,thelearners’positiveemotionsmustbecultivated.Fromtheperspectiveofemotion,mobilizethestudents'emotionalfactorstoimprovestudents'autonomyinEnglishvocabularylearning.Solvetheemotionalproblemfromthefollowingseveralaspects,sothatthevocabularyteachingcanbeimproved.4．1．1Relieveanxiety,
5、enhanceself-esteemanddevelopconfidence1．AnxietyisthemostimportantfactorinfluencingEnglishlearningeffectAnxietyreferstoapsychologicalstateofEnglishlearners’uneasy,irritable,afraidoflosingfaceaftermakingmistakesandbeingcriticizedbyteachersintheprocessoflanguageacquisition,whichisanimportantfactor
6、tohinderlanguageacquisition.Manystudieshaveshownthatlanguageanxietyisinverselyproportionaltothelanguageacquisition.Thelesstheanxietyis,themoreacquisitionis,andviceversa.Whenthinkingthereisachanceofbeingquestionedbytheteacher,thelearnerswillgetupset.Asaresult,thelearners’learningisnoteasytosucce
7、ed.Comparedwithothersubjects,itiseasyforstudentstogetanxietyandnegativeimpacts.Especiallyforthosestudentswhobarelylearnaforeignlanguage,foreignlanguagelearningisalwaysaheavyburden.Thuscausehabitualmentaltension.Becauseofanxietyand
