The Impact of Multiple Emotions on English Learning in High Schools—A Case Study of N City
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Keywords
multiple emotions, high school english learning, teaching strategies, empirical research
Abstract
This study takes high school students in N city as the object and adopts a questionnaire survey and statistical analysis method to systematically explore the influence mechanism of multiple emotions on English learning. Positive emotions significantly enhance learning by improving intrinsic motivation, enhancing the use of learning strategies, and facilitating goal planning; negative emotions inhibit cognitive engagement and interfere with the learning process, hindering academic development; curiosity, as a cognitive catalyst of neutral emotions, can effectively drive knowledge exploration and maintenance of motivation for learning, but it needs the guidance of the teacher to play a sustained role; the study further revealed that the differences in the types of schools are as follows. This study further reveals the differences in school types, with students in general education having significantly higher levels of happiness and curiosity than students in secondary education and students in secondary education having more fear in the classroom. On this basis, this study proposes a practical path to build an “emotion-driven” teaching model, which provides a theoretical basis and practical reference for optimizing high school English teaching.
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