克拉申“情感过滤假设”在英语听力课堂教学活动中的运用

On the Application of Krashen’s “Affective Filter Hypothesis” in English Listening Classroom Activities

20世纪80年代初,美国语言学家S.D.Krashen提出了情感过滤假说。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。而学习者听力习得又是语言习得的一个重要方面,如何在课堂教学中运用该假说来提高听力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,,提出了在课堂教学活动环节中如何具体运用这一理论、降低学习者情感过滤作用、从而有效提高其听力技能。

At the beginning of the 1980s, the American linguistist S. D. Krashen developed his ＂Affective Filter Hypothesis＂ , according to which affectivefactors including learners＇ motivation, self-confidence and anxiety all exert an important influence in their second language acquisition. As one of the most important aspects in language acquisition, listening acquisition attracts great concerns from language teachers on how to use this hypothesis to improve the teaching and learning effect in listening classroom. This thesis, based on the ＂Affective Filter Hypothesis＂ , explores the ways and methods to reduce learners＇ affective filter by use of this theory so as to improve their listening skills in an effective way.