浅议“情感过滤假说”对高职英语教学的启示

Application of Affective Filter Hypothesis in Vocational College English Teaching

高职院校的学生大多英语基础薄弱,英语学习兴趣不高,甚至对英语的学习产生反感,厌倦和恐惧的心理。美国著名语言学家克拉申提出的的情感过滤假说对于分析与解决高职学生英语学习中存在的消极情感因素具有很强的理论指导作用。若将该假说用于高职英语教育教学中,定能取得良好的效果,亦能为高职院校的英语教学改革提供一些有益的参考。最后,对于如何在高职院校中组织和实施"情感过滤假说",本文给出如下四条建议:学校应以学生为本,让学生爱上学校;教师上课应该有激情;教师应该成为学生的真心朋友;教师应鼓励学生,帮助学生认清学习动机。

Students in vocational colleges are generally poor in English~ They have little interest in English and are even tired and afraid of learning English. The Affective Filter Hypothesis, proposed by the famous American linguist, Stephen D. Krashen, is very helpful to analyze the negative affective factors of vocational college students. Applying this hypothesis in vocational college English tea- ching will definitely result in favorable teaching effects, and meanwhile offer useful references to relevant teaching reforms. Four sug- gestions are offered on how to apply the Affective Filter Hypothesis in vocational colleges, namely, mutual love between colleges and students; teachers＇ passions in teaching; friendship between teachers and students; teachers＇ efforts in helping students recognize their motivation and goal of study.