“情感过滤假说”及其在外语课堂教学中的运用

The Affective Filter Hypothesis and Its Application in Classroom English Teaching

20世纪80年代初,美国语言学家S.D.Krashen提出了著名的'五大假说',即习得学得假说、自然顺序假说、监控假说、输入假说和情感过滤假说.根据情感过滤假说,情感主要在学习动机、自信心、焦虑等三个方面对学习者的第二语言习得具有重要影响.如何在课堂教学中运用该假说来提高外语课堂教学的效果则是我们外语教师所关心的问题.本文以克拉申第二语言习得理论中的情感过滤假说为理论基础,讨论了这一理论的背景及其界定,尝试性地将情感过滤假说与外语课堂教学结合起来进行研究,提出了在外语课堂教学中如何运用这一理论的一些观点.

The Affective Filter Hypothesis is one of five proposed hypotheses developed by Steven Krashen. He explains that for optimal learning to occur the affective filter must be weak. A weak affective filter means that a positive attitude towards learning is present. If the affective filter is strong the learner will not seek language input, and in turn, not be open for language acquisition. Teachers must provide a positive atmosphere conducive to language learning. Starting from the theory of The Affective Filter Hy pothesis, this essay discusses the practical application of the Affective Filter Hypothesis in classroom English teaching and comes up with some suggestions for more effective teaching in second language classrooms.