情感因素在二语习得中的作用及启示.docVIP

The Effects of Affective Factors in SLA and Pedagogical Implications Abstract: Affective factors include emotion, feeling, mood, manner, attitude and so on. They are the most important factors in SLA and English teaching. Under the guidance of the Affective Filter Hypothesis proposed by Krashen, this paper tends to make a brief analysis of the effects of affective factors in SLA and its pedagogical implications. That is to say, it is very helpful to study English with good mood, feeling, manner, and students can get more knowledge with good mood. On the contrary, students with poor English often feel tired, boring and even anxious when they attend the class. The affective factors will surely help the teachers to improve their teaching quality and students to cultivate an all-round development. 1. Affective Filter Hypothesis Affective Filter Hypothesis was proposed by Krashen. He put the Affective Filter Hypothesis into five central hypotheses in SLA, namely, the Acquisition-learning distinction; the Natural order hypothesis; the Monitor hypothesis; the Input hypothesis and the Affective Filter Hypothesis. Krashen argued that affective filter is a kind of psychological obstacle that prevents language learners from absorbing available comprehensible input completely. He looked affective factors functioning as a filter that reduces the amount of language input the learner is able to understand. It has a close relationship with the language learner’s input and intake. It can be said that affective factors determine the proportion of language learners’ input and intake. The affective factors include certain emotions, such as motivation, self-confidence, anxiety, and so on in the process of acquiring a second language. These negative emotions prevent efficient processing of the language input, and on the contrary, the positive emotions promote the efficiency of the process. When language learners with high motivation, self-confidence and a low level of anxiety, they