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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,itmainlydiscusseshowtoimprovethequa
2、lityofvocabularyteachingandlearning.4.1theemotioneducation情感教育Humanbeingsareemotionalcreatures,soitisofextremeimportancetounderstandhumanemotioninsecondlanguageacquisition.Fromtheperspectiveofeducationpsychology,thelearners’emotionalcontrolisoneofthebiggestfactorswhichinfluencethel
3、earningeffectintheprocessoflearning.Therearemanyfactorswhichcaninfluencelanguagelearningemotion,includingself-esteemandself-confidence,anxiety,motivation,attitude,imitationetc.Theseemotionfactorscandirectlyinfluencethelanguageacquisition.Learners’affectivestateplaysadirectpartinthe
4、irlanguagelearningandlearningresults.Toimproveteaching,thelearners’positiveemotionsmustbecultivated.Fromtheperspectiveofemotion,mobilizethestudents'emotionalfactorstoimprovestudents'autonomyinEnglishvocabularylearning.Solvetheemotionalproblemfromthefollowingseveralaspects,sothatthe
5、vocabularyteachingcanbeimproved.4．1．1Relieveanxiety,enhanceself-esteemanddevelopconfidence1．AnxietyisthemostimportantfactorinfluencingEnglishlearningeffectAnxietyreferstoapsychologicalstateofEnglishlearners’uneasy,irritable,afraidoflosingfaceaftermakingmistakesandbeingcriticizedbyt
6、eachersintheprocessoflanguageacquisition,whichisanimportantfactortohinderlanguageacquisition.Manystudieshaveshownthatlanguageanxietyisinverselyproportionaltothelanguageacquisition.Thelesstheanxietyis,themoreacquisitionis,andviceversa.Whenthinkingthereisachanceofbeingquestionedbythe
7、teacher,thelearnerswillgetupset.Asaresult,thelearners’learningisnoteasytosucceed.Comparedwithothersubjects,itiseasyforstudentstogetanxietyandnegativeimpacts.Especiallyforthosestudentswhobarelylearnaforeignlanguage,foreignlanguagelearningisalwaysaheavyburden.Thuscausehabitualmentalt
8、ension.Becauseofanxietyand
