The Positive Infl uence of Affective Incentive Teaching Strategy on Students with English Learning Difficulties

Abstract

In senior high school, there are more than one-third students having diffi culties in English learning, and the aff ective problems such as lacking motivation and self-confi dence hinder the growth of students with English learning diffi culties to a certain extent. Based on their aff ective needs, the author tries to apply the Aff ective Incentive Teaching Strategy to the daily teaching to help the students with their study. The experiment is based on Krashen’s Aff ective Filter Hypothesis, and takes the last fi fteen students of the English ranking in Class Seven, Grade One of Qin Yang Yongwei Senior High School as the research participants. Questionnaires, tests, interviews and observation were used to conduct a comprehensive analysis. The research shows that the Aff ective Incentive Teaching Strategy greatly stimulates the learning motivation of high school students with English learning diffi culties and improves their learning enthusiasm, effi ciency and eff ectiveness. But the study also has some limitations.