摘 要认知与情感是语言教学中不可分离的两个方面，共同影响着学习者的语言学习和身心发展。随着语言教学研究的深入发展，语言教学中的情感问题越来越受到重视。美国语言学家Krashen的情感过滤假说认为，语言输入必须经过情感过滤才可能变成语言吸入。本文从情感的相关理论，包括其定义、分类以及Krashen的情感过滤假说入手，分析了情感因素对英语教学中的影响，进一步归纳了如何利用情感因素促进课堂教学的策略。了解情感因素及其对英语教学的影响，有利于在英语教学中实施情感教育，提升英语教学质量, 促进学习者身心健康全面发展。84032

毕业论文关键词：情感因素；情感过滤假说；情感教学

Abstract Cognation and affectivity are two indispensable aspects of language teaching, both of which play a critical role in learners’ language learning and their physical and mental development。 With language teaching researches unceasingly going on, affective factors in language teaching have drawn more attention。 In American linguist Krashen’s Affective Filter Hypothesis, he states that language input must be filtered by emotion before it can become language intake。 This paper will first introduce the definition and classification of affectivity, analyze its influence on English teaching, and summarize some applications how to apply affective strategies to English teaching。 Research of affective factors and their significance to language learning can contribute to more efficient implementation of affective education, which can better English teaching quality and promote students’ comprehensive and healthy development。

Key words: affective factors; affective filter hypothesis; affective educationOn Affective Factors in English Teaching

Contents

摘 要 i

Abstract ii

I。 Introduction 1

II。 The Definition and Classification of Affectivity 2

2。1 The Definition of Affectivity 2

2。2 The Classification of Affectivity 2

III。 The Influence of Affective Factors on English Teaching and Learning 8

3。1 Affective Filter Hypothesis 8

3。2 Influence of Affective Factors on English Teaching and Learning 8

IV。 The Affective Strategies Applied in English Teaching 10

4。1 Reforming Traditional Teaching Philosophy 10

4。2 Building up Harmonious Relationship Between Teachers and Students 11

4。3 Stimulating Students’ Internal Learning Motivation 12

4。4 Enhancing Students’ Self-confidence 12

4。5 Cultivating Helpful Classroom Atmosphere to Lower Anxiety and Inhibition 13

V。 Conclusion 14

Bibliography 16

Acknowledgements 17

I。 Introduction

Affectivity is a kind of special psychological phenomenon and process of human beings, which reflects the relationship between objective things and personal needs。 Affective factors are believed to be substantially related to language acquisition and will directly affect their study behavior and study results。 Therefore, the implementation of affective education contributes to the improvement of teaching quality as well as students’ comprehensive and balanced development of both cognition and emotion。 Earliest Linguistics has tended to focus on cognitive ability without providing much personal factors。 With the development of teaching research, the influence of affective factors has attracted more and more attention。 In 1955, Gerlman said that affective factors are more important than intelligent factors in personal success。 In late 1970s and 1980s, more and more linguists and researchers focused their attention on the development of affectivity in the process of learning。 And then Silent Way, Suggestopedia and Community Language Learning began to emerge into the language teaching, especially affective factors in the language learning。 Duly and Burt put forward affective filter hypothesis which states that language learners do not take in everything they hear and read because their motives, needs, attitudes and emotional states filter what they hear and therefore affect the rate and quality of language learning。 The hypothesis also embodies Krashen’s view of various affective factors, including motivation, self-confidence and anxiety, which play a key role in English teaching and learning。 Yet all these former researches still remain in primary stage and are not detailed, systematic and comprehensive。 Thus, to begin with, this thesis is intended to introduce relevant affective theories。 Furthermore, it will analyze the influence of different affective factors on English teaching and finally it provides some strategies about how to apply affective education to English class。