Emotion and English Vocabulary Learning of Senior High School Students

Little research has been done to study the function of emotion in English vocabulary learning by Chinese learners when experts, teachers and students pay increasing attention to vocabulary teaching skills and learning strategies. This book is to explore through experiments whether emotion aroused by pictures of emotional associations will affect the English vocabulary learning of Chinese learners. In the first section of the experiment, recognition task was required after pictures of squares together with the target word lists for memorization were presented to subjects. In the second section participants were divided into two groups before pictures of positive and negative associations were presented respectively to them with the target word lists for memorization. Our study suggests that emotion aroused by pictures of emotional associations do affect word memorization, that vocabulary memorization would be promoted by appropriate anxiety, and that a relaxed or pleasant mood would impede, or at least, would not facilitate vocabulary learning.

Autorentext

PhD candidate, associate professor, Master s supervisor of College of Foreign Languages, Fujian Normal University. He has published over 30 research theses and 10 books and hosted and participated in over 10 scientific research projects. His research interests include rhetoric and psychological linguistics.