情感因素在二语习得中的作用及启示.docx

情感因素在二语习得中的作用及启示.docx

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情感因素在二语习得中的作用及启示

情感因素在二语习得中的作用及启示

TheEffectsofAffectiveFactorsinSLAandPedagogicalImplicationsAbstract:

Affectivefactorsincludeemotion,feeling,mood,manner,attitudeandsoon.TheyarethemostimportantfactorsinSLAandEnglishteaching.UndertheguidanceoftheAffectiveFilterHypothesisproposedbyKrashen,thispapertendstomakeabriefanalysisoftheeffectsofaffectivefactorsinSLAanditspedagogicalimplications.Thatistosay,itisveryhelpfultostudyEnglishwithgoodmood,feeling,manner,andstudentscangetmoreknowledgewithgoodmood.Onthecontrary,studentswithpoorEnglishoftenfeeltired,boringandevenanxiouswhentheyattendtheclass.Theaffectivefactorswillsurelyhelptheteacherstoimprovetheirteachingqualityandstudentstocultivateanall-rounddevelopment.1.AffectiveFilterHypothesisAffectiveFilterHypothesiswasproposedbyKrashen.HeputtheAffectiveFilterHypothesisintofivecentralhypothesesinSLA,namely,theAcquisition-learningdistinction;theNaturalorderhypothesis;theMonitorhypothesis;theInputhypothesisandtheAffectiveFilterHypothesis.Krashenarguedthataffectivefilterisakindofpsychologicalobstaclethatpreventslanguagelearnersfromabsorbingavailablecomprehensibleinputcompletely.Helookedaffectivefactorsfunctioningasafilterthatreducestheamountoflanguageinputthelearnerisabletounderstand.Ithasacloserelationshipwiththelanguagelearnersinputandintake.Itcanbesaidthataffectivefactorsdeterminetheproportionoflanguagelearnersinputandintake.Theaffectivefactorsincludecertainemotions,suchasmotivation,self-confidence,anxiety,andsoonintheprocessofacquiringasecondlanguage.Thesenegativeemotionspreventefficientprocessingofthelanguageinput,andonthecontrary,thepositiveemotionspromotetheefficiencyoftheprocess.Whenlanguagelearnerswithhighmotivation,self-confidenceandalowlevelofanxiety,theyhavelowfiltersandsoreceiveandtakeinplentyofinput.Ontheotherhand,learnerswithlowmotivation,littleself-confidenceandahighlevelofanxietyhavehighfiltersandthereforeobtainlittleinput.TheAffectiveFilterHypothesisshowsthattheemotionalfactorsstronglyaffectthelearnersinputandhowmuchinputisconvertedintointake.ThatsthereasonwhyKrashenstatedthat:

theAffectiveFilterHypothesiscapturestherelationshipbetweenaffectivevariablesandtheprocessofsecondacquisitionbypositingthatacquirersvarywithrespecttothestrengthorleveloftheiraffectivefilters.Thosewhoseattitudesarenotoptimalforsecondlanguageacquisitionwillnotonlytendtoseeklessinput,buttheywillalsohaveahighorstrongaffectivefilter-eveniftheyunderstandthemessage,theinputwillnotreachthatpartofthebrainresponsibleforlanguageacquisition,orthelanguageacquisitiondevice.Thosewithattitudesmoreconducivetosecondlanguageacquisitionwillnotonlyseekandobtainmoreinput,theywillalsohavealowerorweakerfilter.Theywillbemoreopentotheinput,anditwillstrikedeeper.（StephanKrashen,1982:

31）TheAffectiveFilterHypothesishassignificantimplicationsforforeignlanguageteaching.Alowfiltershouldbecreatedandadvocatedfortheeffectivelanguageteaching.Itcanbeguessedthatlearnersaffectivefilterswillbeinfluencedbyteachersfeedback.Attemptsshouldbemadetolowertheaffectivefilterandletlearnersfeellessstressedandmoreconfidentinacomfortablelearningatmosphere.2.TheAffectiveFactorsAffectivefactorsinsecondlanguageacquisitionplayanimportantroleandsomewesternscholarsbelievethatitsroleisevenmoreimportantthancognitivefactors.Theyarerelatedtothelearnersemotionalstateandattitudetowardthetargetlanguage.Theaffectivefactorsmayhinderthelearnerstoabsorbinputinformationbecauseofapsychologicalbarrier.Themainaffectivefactorsincludemotivation,self-confidenceandanxiety.2.1MotivationMotivationisconsideredtobeoneofthemostimportantfactors,whichaffectthelearnerslanguageinputandintake.Itiscommonlythoughtofasaninnerdrive,impluse,emotion,ordesirethatmovesonetoaparticularaction.Cardnerdefinesmotivationtolearnasecondlanguageastheextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity.Itisconsideredasakeytosuccessfullearning.Inaword,motivationistheprocessbywhichgoal-directedbehaviorisstimulatedinlanguagelearning.Itdrivesanddirectsbehavior.Itisobviouslythatmotivationdirectlyandprofoundlyinfluenceshowoftenstudentsuseforeignlanguagelearning（FLL）strategies;howmuchinputtheyreceiveinthelanguagebeinglearned;howhightheirgeneralproficiencylevelbecomes;andhowlongtheypersevereandmaintainFLLskillsafterlanguagestudyisover.Motivationissuchanimportantfactorinlanguagelearningthatnoteachercouldavoidbeingconcernedwithhisstudentsmotivationintheprocessoflanguageteaching.2.2Self-confidenceSelf-confidenceisconsideredtobeanothersignificantfactor,whichprofoundlyinfluencesthelearnerslanguageperformance.Itisakindofoptimisticemotionthatlanguagelearnersfirmlybelievetheycanovercometroublestogainsuccess.Self-confidenceistobeakindofactiveaffectivefactor.Asforforeighlanguagelearners,self-confidenceoftenplaysadecisiveroleinforeighlanguagelearning,andifyouwanttosucceed,youshouldpossessthemajorquality---self-confidence.Thestudentswholackofconfidenceareusuallyfoundtobeextremelyfearfulandtimid,reluctanttoexpresstheiropinionsandevenunabletoutteracompletemeaningfulsentenceinclass.Theconceptofself-confidencecanbedefinedasaprocessofproducingthestrongestforcefromthebottomofonesheartindoingsomething.Itisastateofsurpassingoneselfconsistently.Ofallthepossiblecharacteristicsthatcanaffectlanguagelearning,self-confidenceisveryimportantforthefollowingreasons.Firstofall,whenapersonhasself-confidencehebelievesinhimself.Hebelievesthathecanandwillsucceed,andgiveshimthecouragetotrynewlearning.Onewouldbewillingtotakesomerisksinordertobesuccessful.Moveover,aconfidentpersonrarelygivesup.Eventheymeetdifficultiesintheprocessofstudying,theynevergiveup.Whentheirachievementsarenoticedmorebyothersatschool,theyaremorelikelytosucceed.Tosumup,self-confidenceisregardedasoneofthemostimportantfactorsinlanguagelearningprocess.Itenablespeopletotakerisks,tryagainwhentheyfail,andenjoytheiraccomplishmentswhentheywin.Withtheseabilities,aconfidentstudentcansucceedinlanguagelearning.Allinall,self-confidencemeansalotinlanguagelearning.2.3AnxietyAnxietyisanotherinfluentialfactorinaffectivedomain.Itisthoughttobethemostimportantnegativeaffectivefactoraffectingforeignlanguageacquision.Itisassociatedwithnegativefeeling,suchasuneasiness,frustration,self-doubt,appreciationandtension.Anxietymaybeakindoftemporarypsychologicalstate,andalsoakindofpsychologicalcharacterthatcanlastforalongtime.Itisoneofthemostprominentandpervasiveemotions.May（1996）comprehendedthatanxietyistheapprehensioncuedoffbyathreattosomevaluethattheindividualholdsessentialtohisexistenceasapersonality.Itisafeelingofuneasysuspense,thetenseanticipationofathreateningbutvagueevent.AccordingtoArnold（2000:

59）,languageanxietyrankshighamongfactorsinfluencinglanguagelearning,regardlessofwhetherthesettingisinformalornot（learninglanguageonthestreets）orformal（intheclassroom）.Studentswithanxietyattendingtheclasswillfeelnervousandafraidtocooperatewithteachersandthentheycannotconcentrateonthelearningpointsandwastetheirenergyortheyjustwanttofleethelearningtask.Anxietyrevealsthatresearchershaveindeedusedifferentconstructsfortheiranxietyresearchandpossibleefficiencystrategiesshouldbetakentoretardstudentsanxiousstateandletthemstudyataneaseatmosphere.Thusmakestudentslearnmorelanguageknowledgeintheclass.3.PedagogicalImplicationsAccordingtotheaboveanalysis,thesignificanceofthestudyofaffectivefactorscanbesummarizedintothreemajorpointsbelow:

Tostartwith,motivationdirectlyandprofoundlyinfluenceshowmuchknowledgetheygainedfromlearninglanguage.Withhighmotivation,studentshavehighenthusiasmandspiritinEnglishlearning;theycanconcentratethemselvesonclasses.Ontheotherhand,studentswhocannotconcentratethemselvesonclassesoftenhavelowmotivationandtheydonotknowthepurposesoflearninglanguage.SotheteachersshouldtrytheirbesttoassuretheirstudentsmaintainhighmotivationintheprocessofSLA.Inaddition,self-confidenceisanotherimportantfactor,whichinfluencesthelearnerslanguageperformances.StudentswithmuchconfidenceinlanguagelearningbelievethattheyhavetheabilitytolearnthelanguagewellandconsequentlytheywillperformveryactivelyinclassesandtheirgradesinEnglisharehigh.However,studentswithlittleself-confidencedonotbelievethemselvesinlearningthelanguagewell.Theyarenotactiveinclasses,anddonotcareabouttheirmarksthoughtheyarereallybad.Therefore,thestudiesofself-confidencehavemeaningfulimplicationsforlanguageteachers.Whatshouldbesolvedishowtohelpstudentstoestablishandstrengthentheirself-confidencewhentheylearnthesecondlanguage.Successfullanguagelearningonlytakesplaceinanen