《情感因素在二语习得中的作用及启示》由会员分享，可在线阅读，更多相关《情感因素在二语习得中的作用及启示（9页珍藏版）》请在金锄头文库上搜索。
1、The Effects of Affective Factors in SLA and Pedagogical ImplicationsAbstract: 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
2、 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 ofte
3、n 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 HypothesisAffective Filter Hypothesis was proposed by Krashen. He put the Aff
4、ective 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 pr
5、events 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 learners input and intake. It can be said
6、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 la
7、nguage 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 have low filters and so receive and take in plenty of input. On the other hand, learners with low motivation,
8、little self-confidence and a high level of anxiety have high filters and therefore obtain little input. The Affective Filter Hypothesis shows that the emotional factors strongly affect the learnersinput and how much input is converted into intake. Thats the reason why Krashen stated that: the Affect
9、ive Filter Hypothesis captures the relationship between affective variables and the process of second acquisition by positing that acquirers vary with respect to the strength or level of their affective filters. Those whose attitudes are not optimal for second language acquisition will not only tend
10、 to seek less input, but they will also have a high or strong affective filter-even if they understand the message, the input will not reach that part of the brain responsible for language acquisition, or the language acquisition device. Those with attitudes more conducive to second language acquisi
11、tion will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike “deeper”. (Stephan Krashen, 1982: 31)The Affective Filter Hypothesis has significant implications for foreign language teaching. A low filter should be
12、 created and advocated for the effective language teaching. It can be guessed that learners affective filters will be influenced by teachers feedback. Attempts should be made to lower the affective filter and let learners feel less stressed and more confident in a comfortable learning atmosphere.2.
13、The Affective FactorsAffective factors in second language acquisition play an important role and some western scholars believe that its role is even more important than cognitive factors. They are related to the learners emotional state and attitude toward the target language. The affective factors
14、may hinder the learners to absorb input information because of a psychological barrier. The main affective factors include motivation, self-confidence and anxiety.2.1 MotivationMotivation is considered to be one of the most important factors, which affect the learners language input and intake. It i
15、s commonly thought of as an inner drive, impluse, emotion, or desire that moves one to a particular action. Cardner defines motivation to learn a second language as “ the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienc
16、ed in this activity”. It is considered as a key to successful learning. In a word, motivation is the process by which goal-directed behavior is stimulated in language learning. It drives and directs behavior.It is obviously that motivation directly and profoundly influences how often students use foreign language learning (FLL) strategies; how much input they receive in the language being learned; how high their general proficiency level becomes; and how long they persevere and maintain
