2。 Literature Review论文网

According to Chomsky’s Language Acquisition Device theory, children are born with some language universals or language acquisition device to adapt to the language learning process．And there are many factors that influence this device。 A great number of theories are proposed based on this phenomenon。 The most significant theory was the Second Language Acquisition hypotheses proposed by Krashen．Among which, the fifth hypothesis: Affective Filter Hypothesis is of the greatest importance which caused a widespread discussion among Western linguists and psychologists。 Because it was thought to be a great breakthrough in the traditional method。

However, at present, there are lots of problems of language learning and teaching situations in China。 For example, some teachers have little knowledge about second language learning theories。 They still make use of traditional teaching theories, such as Grammar-Translation method in a modern class。 As a result, learners can just acquire some language knowledge, but they cannot get all-round development。 And it should be pointed out that teachers today still overemphasize learners’ grades, which put great pressure on learners’ learning。 And this is why Chinese learners can read, can write but cannot talk fluently in the target language。

The thesis is based on Krashen’s Affective Filter Hypothesis。 The author mainly introduces three types of affective factors。 The target of this article is to apply Affective Filter Hypothesis to English teaching in China。 To analyze why some affective factors can hinder second language learning and then make use of these factors to promote learners’ learning。 

3。 The Introduction of Main Affective Factors In SLA

3。1 Attitude

Attitude refers to second language learners’ understanding of the target language, of the culture, as well as the speaker of the target language。 Attitude has a strong influence on learners’ learning。 It consists of three parts: cognitive component, which refers to the learners’ determination to the goal; affective component, which is whether the learner likes or dislikes the goal; and conative component, which means the tendency to act and the real action。 It affects learners’ personal goals, determines their motivation。 According to Gardner and Lambert, in learning a second language, to some extent, the learners’ attitudes toward the target-language speakers can determine whether they can make a success。 Thus, if a learner has a poor attitude in second language learning, he can hardly be success。 On the hand, when a learner has a positive attitude, he will also have strong interest which will promote his learning。 

In language learning, there are various sorts of attitudes。 By far the most studied is attitude towards the target-language speakers, sometimes called the reference group。 (Keith Johnson, 132)。 If English as foreign language learners dislike American or British, they will have a bad performance on learning。 But if the learner has a positive attitude towards the reference group, he will be interested in learning and will spend more time learning the target language。 As a result, he will achieve a big success。 There are also some other types of attitude。 For example, the learners’ attitude toward their own countries will also influence learning。 In another way, attitude towards success is important as well。 When a learner is longing for high achievement in his life, he must work very hard to achieve his goal, whether it’s the learning of a second language or anything else。 That is to say, those “low achievers” are less likely to do well。

3。2 Motivation文献综述

Motivation in L2 learning can be thought of as the desire, the need, or the impulse that moves the learner to learn the second language。 It is thought to be one of the most important factors in second language learning。 In the class, the activity, the task and the praise of teachers that impulse learners to study are all motivation。 The so-called learning motivation, in fact, is an internal psychological process that can evoke and sustain students’ behavior and make them realize the teacher's pre-set learning goals。 It reflects the needs of the learners and the requirements of the teacher。 If the learning motivation is strong and the action determined by the motivation last long, learners will be more likely to achieve a success。 Thus it is believed by many people that motivation is the reason why people do things and the reason why some people do better than others。 To some extent, it can be said that a second language learner is more likely to be successful when he/she has a proper motivation。 The stronger the motivation is, the better they will do。 情感因素对二语习得的抑制作用(2):http://www.youerw.com/yingyu/lunwen_202909.html