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1、TheEffectsofAffectiveFactorsinSLAandPedagogicalImplicationsAbstract:Affectivefactorsincludeemotion,feeling,mood,manner,attitudeandsoon.TheyarethemostimportantfactorsinSLAandEnglishteaching.UndertheguidanceoftheAffectiveFilterHypothesisproposedbyKrashen,thispapertendstomakeabriefanalysisofth
2、eeffectsofaffectivefactorsinSLAanditspedagogicalimplications.Thatistosay,itisveryhelpfultostudyEnglishwithgoodmood,feeling,manner,andstudentscangetmoreknowledgewithgoodmood.Onthecontrary,studentswithpoorEnglishoftenfeeltired,boringandevenanxiouswhentheyattendtheclass.Theaffectivefactorswill
3、surelyhelptheteacherstoimprovetheirteachingqualityandstudentstocultivateanall-rounddevelopment.1.AffectiveFilterHypothesisAffectiveFilterHypothesiswasproposedbyKrashen.HeputtheAffectiveFilterHypothesisintofivecentralhypothesesinSLA,namely,theAcquisition-learningdistinction;theNaturalorderhy
4、pothesis;theMonitorhypothesis;theInputhypothesisandtheAffectiveFilterHypothesis.Krashenarguedthataffectivefilterisakindofpsychologicalobstaclethatpreventslanguagelearnersfromabsorbingavailablecomprehensibleinputcompletely.Helookedaffectivefactorsfunctioningasafilterthatreducestheamountoflan
5、guageinputthelearnerisabletounderstand.Ithasacloserelationshipwiththelanguagelearner’sinputandintake.Itcanbesaidthataffectivefactorsdeterminetheproportionoflanguagelearners’inputandintake.Theaffectivefactorsincludecertainemotions,suchasmotivation,self-confidence,anxiety,andsoonintheprocesso
6、facquiringasecondlanguage.Thesenegativeemotionspreventefficientprocessingofthelanguageinput,andonthecontrary,thepositiveemotionspromotetheefficiencyoftheprocess.Whenlanguagelearnerswithhighmotivation,self-confidenceandalowlevelofanxiety,theyhavelowfiltersandsoreceiveandtakeinplentyofinput.O
7、ntheotherhand,learnerswithlowmotivation,littleself-confidenceandahighlevelofanxietyhavehighfiltersandthereforeobtainlittleinput.TheAffectiveFilterHypothesisshowsthattheemotionalfactorsstronglyaffectthelearners’inputandhowmuchinputisconvertedintointake.Th
