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1、英语毕业论文范例-HumorandEnglishLearning 英语毕业论文范例-HumorandEnglishLearningRecently,theapplicationofhumorinEnglishclassbecomesmoreandmorepopular.Itcancreateapositiveclassroommood,breakupthecommunicativebarrierbetweenteachersandstudentsandattractstudentstotakepartinclassroomactivities.Asenseofhumorhasbec
2、omeoneofthecharacteristicsofanexcellentteacher.Inthispart,theauthorfirstlygivesaintroductiontoAffectiveFilterHypothesis,theninquiresintorelevanttheoriesonmood.Theauthoralsoanalyzesthefunctionofhumorincreatingpositiveclassroommood.TheEnglishwordhumorisderivedfromanancientLatinword,whichmeansoneo
3、fcertainliquidsinthebody.AccordingtoOxfordAdvancedLearnersEnglishChineseDictionary,humormeans:(1)qualityofbeingamusingorcomic.(2)abilitytoappreciatethings,situationsorpeoplethatarecomic;abilitytobeamused.(3)personsstateofmind;mood;temper.(4)anyofthefourliquids(blood,phlegm,choler,melancholy)int
4、hebodythatwereoncethoughttodetermineapersonsmentalandphysicalqualities.Fromtheabovedefinition,weknowhumorhasabroadmeaning.Inthisthesis,theauthormainlyreferstoverbalhumor.Byverbalhumor,wemeanthehumorcreatedbythedifferentcomponentsoflanguage,includinghumorousessay,jocularsketch,joke,irony,sarcasm
5、,wit,bonmot,epigramandpun.1.1AnIntroductiontoAffectiveFilterHypothesisTheAffectiveFilterHypothesisisoneoffiveproposedhypothesesdevelopedbyStevenKrashen.Itisanexplanationoftherelationshipbetweenaffectivefactorsandlanguagelearning.TheAffectiveFilterHypothesisisparticularlyappealingtoteachersbecau
6、seitprovidesanexplanationtowhysomelearnerslearnandothersdonot.TheAffectiveFilterHypothesisstatestherelationshipbetweenaffectivevariablesandtheprocessofsecondlanguagelearning.Affectivevariablesrelatedtosuccessinsecondlanguagelearningmaybeplacedintooneofthreecategories:(a)motivation,(b)self-confi
7、dence,and(c)anxiety.Krashenpointstotheimportanceofmotivation,self-confidenceandanxiety.Heholdsthatthesefactorsaremoreinvolvedinconstructingtheacquiredsystemthaninlearning.Theyaremorestronglyrelatedtoachievementasmeasuredbycommunic
