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AffectiveStrategiesuseinJuniorStudents'EnglishLearningandEducationThecurriculumstandardsputforwardnewrequirementsforcurrenteducationsystemthatteachersshouldpayattentiontothedevelopmentofstudents’emotionalattitudeandemphasisonthecalculationofstudents’affectivevalues.FortheEnglishteachingofmiddleschool,teachersmustunderstandeffectiveeducationclearlysothattheycannotonlygivestudentsculturaleducationbutalsoprovidethemwithenoughaffectiveinput,thushelpingstudentsfosterpositivevalues.Meanwhile,teachersshouldmasterhowtomakeuseofaffectivemeasurestoarousestudents’learningenthusiasmandpromotetheirlearninglevels.English,asasubjectoflanguageeducation,isresponsibleforstudents’emotionalattitudesandaffectivevalues,whichisnotjusthumanitiesbutfullofpracticalityandutility,andisessentialforstudents’future.Therefore,howtouseaffectivestrategiesinEnglishteachingishotlydiscussedrecently.ManyexpertsandscholarshavefoundthatlearningstrategiesplaysanimportantroleinEnglishlanguagelearning,buttheimportanceofaffectivestrategyuseinEnglishlearningisoftenignoredbypeople.Therefore,thispaperfocusesonhowtouseaffectivestrategiestoimproveEnglishlearningandrevealtheirrelationshipssoastoenablejuniorstudentstousepositiveaffectivestrategieseffectively.Englishaffectivestrategyinteachingreferstostudent-orientedintheteaching,teachersconsciouslyusepsychologicaltheoriesandmethodstoinspireandmobilizestudentstoformpositiveemotionalfactorsoflanguagelearning;cultivateinterestsinlearning,enhancemotivation,self-confidence,initiativeandpurpose,whichimprovetheEnglishteachingeffectivenessinordertoachievetheharmoniousdevelopmentofteachersandstudentstoparticipateinandpromotetheimprovementoftheoverallqualityofstudents.1.Howtoinstructstudents’togainaffectivestrategies(1)Carryoutavarietyofin-classactivitiestodevelopstudents'interestsofEnglishlearning.Tomobilizetheenthusiasmofthestudents,teachersneedtochangeteachingmethods.Suchasdesignsomein-classactivitiesforstudentstoparticipateinbecausestudentsaremastersoftheclassroomandtheteacheristhedesigner.Theactivitiesshouldbebasedontheteachingmethodsthatsuitthecharacteristicsofstudentsandletstudentsparticipateinittoexperiencethefunoflearning.(2)Affectivestrategiesarelearningstrategiesconcernedwithmanagingemotions,bothnegativeandpositive.Topromotejuniorstudents’affectivestrategy,intheclassroomteaching,theteachercanplayanactiveroleindevelopingandexploitingaffectivestrategiesbybuildingagenerallypositiveatmosphereintheclass.Teacherscanadoptthismethodinclassbyencouragingandcounselinglearners,byhelpingstudentsidentifytheirachievablelearningaimsandthenformtheirautonomouslearninghabits.(3)Cooperativelearningisaneffectivewaytoeliminatenegativeaffectivefactors.Cooperativelearning,whichbasedonmeetingthepsychologicalneedsofstudents,emphasizetheconceptofhumannature.Researchesshowthatwhenlearnersinteractinthegroups,thelevelofanxietyismuchlowerthantheyanswerquestionsinfrontoftheclass.Whenstudentsaredividedintogroupstodoactivities,theyaregenerallynottimid,shyandwillingtoparticipateinandcommunicatewithothermembersinthegroup.Cooperationamonggroupmembersalsohelpstostrengthenthelearner'sself-confidenceandself-esteem,therebystimulatinghighermotivationtolearn.(4)Findoutstudents’interestinlearningandlookforthestimuluspoints.Teachingresearchesfoundthatstudentsliketolistentotheteacherintroducedtheculturalbackgroundofthetextinanewclass.Teacherscouldgraspthesecharacteristicsofstudentsandexcavateculturalbackgroundmaterialsofthetextpurposefullytostrengthentheteachingofculturalbackground.Teachersshouldexplaintheculturalbackgroundknowledgetostudentsandguidethempayattentiontotheaccumulationofculturalbackgrounds,socialcustoms,socialrelations,etc.2.TheimportanceofaffectivestrategiesforEnglishlearningandteaching(1)Loweringstudents’anxiety.Anxietyisanervousstateofmindwhichformedbyonewhocan'tachievethedesiredpurposeordealwiththedifficulties,resultinginself-esteemandself-confidencewerefrustrated.Themodernpsychologydividedanxietyintolow,mediumandhighlevels.Appropriatelevelofanxietycanbetransformedintomotivationtoincreaselearning,buttheexcessive,highanxietywillleadadverseeffects.Affectivestrategiescanhelpstudentstolowerthedegreeofanxietyandtransformhighleveltomoderatelevelandbuildtheirself-confidence.(2)Increasingstudents’empathyWecanclearlyfindthatthetraditionaleducationsystemformiddleschoolsattendtoomuchtocognitivefactorsbutneglectstudents’affectiveconsiderationswhichleadstorotelearningforEnglishclass,sothatweaksenseofparticipationandlackingoflearningmotivationareverycommonamongjuniorstudents.However,theincreasingofempathyofthemcaneffectivelydealwiththisproblembecauseitcanmaketeachersunderstandtheirownfeelingsbetterandthereforerealizetheaffectiveneedsfromstudentsbetteraswell.Sinceteachersknowwhatkindofknowledgeormeasurestudentsreallywantthattheycanputcoursebookstogetherwithstudents’ownexperienceandcurrentlearningleveltoleadthembuildaffectiveconsciousnessandwhat’smoreturnedtheirpassivelearningtoactivelearning.(3)MobilizingclassatmosphereHarmoniousclassatmospherecana