The Application of Krashen’s Affective Filter Hypothesis to English Teaching in China

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The Application of Krashen’s Affective Filter Hypothesis to English Teaching in China

作者：肖华

来源：《校园英语·上旬》2015年第12期

【Abstract】The Affective Filter Hypothesis proposed by Steven Krashen is the theory concerning students’ affective education in SLA. Th e author gives a panoramic view over the Affective Filter Hypothesis and then put forward some suggestions to lower students’ affective filter with a view to facilitating English teaching in China.

【Key words】the Affective Filter Hypothesis； affective factors； English teaching

With the focus of English teaching research turning from how to teach to how to learn in recent years， learner-centered education is largely advocated. It becomes important to explore the process of learning and individual differences among which affective factors are included.The process of learning English is a coordinated development of intellectual and affective factors. However， in actual English teaching practice， teachers tend to emphasize cognitive education and ignore emotional cultivation as a consequence of exam-oriented education. Hence， it is necessary to emphasize the importance of affective factors in English Teaching. With regard to it， Krashen proposed the Affective Filter Hypothesis.

1. Krashen’s Affective Filter Hypothesis

The Affective Filter Hypothesis claims how affective factors influence the SLA process. Krashen regards the learners’ emotional state or attitudes as an adjustable filter that freely passes or impedes input necessary to acquisition. Krashen identified three affective variables related to second language acquisition： motivation， self-confidence and anxiety.

Motivation is the internal drive that encourages someone to pursue goals. Someone with high motivation is more likely to achieve success in SLA than those with low motivation.

Confidence is the explicit evaluation of one's own capability and knowledge. Students with high self-confidence never be afraid of making mistakes in learning process and they always attempt to communicate with others in English. They learn from mistakes.

Anxiety in linguistics refers to students’ fear and worries when using the target language. Anxiety can play both facilitating and debilitating part in SLA. Hence， it is necessary to control the degree of anxiety. Moderate anxiety can foster foreign language acquisition.