作者：盘蔼然
　　【Abstract】Nowadays emotional education is widely used in teaching in order to motivate students’ positive feeling towards language acquisition. This paper aims at analyzing the function of filtering passive emotions in English teaching at vocational school from the role of attitude， aptitude and language barrier.
　　【Key words】filter; passive emotion; English teaching; vocational school
　　1. Introduction
　　According to the teaching syllabus， the aims of teaching in junior schools are to train students to listen， speak， read and write， to enable them to master the basic skills of speaking and writing in practice; to lay particular emphasis on students’ reading skills so as to pave the way for their further learning and using the language. For some reasons， students are able to meet the requirement; while other students are below the level. Beginning at different starting line， the difficulty in English teaching at vocational school has existed apparently. Some schools use self-made English teaching materials while other schools use materials written by English teaching division. In order for those who will graduate from vocational school to master the basic skills of listening， speaking， reading and writing in an integrated way， great emphasis should be laid on the students’ reading skills and laying a good foundation for students’ learning and application of language or gaining employment. After three years’ study， some students make great progress; it is interesting to find that part of these students’ foundation is not really good， however， they are encouraged by certain positive factors i.e. taking part in the exam， preparing themselves for studying abroad， receiving praise from teachers and so on. How to enlarge this part of students？ English teaching filters passive emotions， which shows humanity to the student and shortens the distance between teachers and students. Therefore， English teaching has turned increasingly to the use of emotions.
　　Emotions are mental feelings. More specifically， emotion has been defined as a “mental state of readiness that arises from cognitive appraisals of events or thoughts has a phenomenological tone， often expressed physical， accompanied by physiological progress， and may result in specific actions to affirm or cope with the emotions.”（Bagozzi，， Gopinath， and Nyer1999） Emotional reactions include liking and disliking， but also love， hate， fear， anger， joy， sadness， and so on. If a teacher could know the exact emotions that influence a student’s studying and measure those emotions more precisely， the teacher might be able to find an extremely effective teaching method.