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Positive emotional factors, including interest, self-confidence, motivation, pleasure, etc. can create a state of mind which is favorable to learning. Strong interest in learning can help to improve their English learning. If students can be interested in the content to be learned and accepted it actively, then the effect of affective filter on them would be weakened,which could improve their learning outcomes.
Negative emotional factors include anxiety, depression, fear, tension, suspicion, frustration, shy and so on. Anxiety is the biggest emotional barrier in language learning. Anxiety is a nervous and scared state of mind a person have because of the threat caused by not achieving one’s expected goal or cannot overcome obstacles which frustrate his confidence or increase his feeling of failure and guilt.When students begin to learn English, they may have these negative emotional factors, so in the actual primary school English classroom ,we should put positive emotional factors into good use.
So, in the implementation of new curriculum, how can we play the positive role of English classroom in developing students' emotional attitude?
This dissertation, thereby,focuses on the application of emotional teaching method in English classroom in primary schools.After discussing relative theories on emotional teaching of English in primary schools based on the teaching practices, the author analyzed the essence of the strategies of emotional teaching of English in primary schools and the foundation of developing those strategies and gave a suggestion on the basic strategies of how to apply emotional teaching of English in primary schools in China．
In the primary school English classroom teaching, the following relevant affective strategies can be applied: Emotional strategy of classroom teaching organization, Emotional strategy of classroom teaching evaluation ,Emotional strategy of classroom teaching rewards and Emotional strategy of classroom teaching enjoyment.