摘　要

进入21世纪后，我国对外开放的步伐加快及国际交流扩大，英语交际能力的需求越来越高，因此如何有效提高学生的口语水平成为我国英语教学急需解决的问题，众多因素影响外语学习效果,情感因素为不容忽视的重要因素之一。本文参阅了国内外大量关于英语口语教学的文献，主要分析了关于英语口语教学中的情感策略，针对如何在英语口语教学中培养学生的情感策略，提出了自己的独特见解。笔者采用教育心理学、实证分析、比较研究等方法分析学生的情感因素，寻找利于培养学生的情感策略，激发学生学习动机，树立自信心，消除英语口语学习焦虑，发挥情感策略作用，这对我国的英语口语教学有一定的借鉴意义。

关键词：情感因素；动机 ；自信 ；焦虑；策略

Abstract

After entering the 21st century, with the progress of China’s opening to the outside world and international communication expanding, the demand for the ability of English communication is higher and higher, therefore how to effectively improve students’ spoken English becomes the urgent problem in English teaching in our country. Many factors influence the effect of foreign language learning. Affective factor is one of the most important factors that cannot be ignored. This paper refers to the domestic and foreign literature about oral English teaching, mainly analyzes the documents about affective strategy in the oral English teaching, aiming at how to cultivate the students’ affection in the oral English teaching strategy, and puts forward its own unique insights. The author uses the education methods of psychology, the empirical analysis and comparative study to analyze the affective factors of students, to find the affective strategy to cultivate students, stimulate students’ learning motivation, develop self-confidence, and eliminate the anxiety of spoken English learning. Giving full play to the role of affective strategy in oral English teaching has certain significance in oral English teaching in China.

Keywords：affective factors; motivation; self-confidence anxiety; strategy

1 Introduction
Since the 1960s, the affective factors in college English teaching gradually cause the attention of many researchers and teachers. A large number of theory and research has shown that, in the process of second language teaching, affective factors and cognitive factors are equally important, in some degree, affective factors are even more important, which directly affect the learners’ effort, study status, absorption of knowledge, which affect their learning effect.