The Improvement of Foreign Language Teachers’ Affective Variables in Universities for Ethnic Minorities

Abstract

This paper states the current situation of foreign language teachers’ affective variables in universities for ethnic minorities when teaching a foreign language. It emphasizes the urgent need of improvement of affective variables in such universities based on relevant research results and an interview performed in a university for ethnic minorities. Its purpose is to arouse people’s attention on teachers’ quality development, especially teachers’ affective variables. Several methods are mentioned to help teachers build a harmonious atmosphere in the classroom and improve teachers’ quality and future language teaching.