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“情感过滤假设”理论不仅可以运用于二语习得研究,对英语专业综合英语课程教学也有着重要的指导意义。情感因素影响学生的学习效果,情感过滤降低时,学生就会顺利进入学习境界,学好语言,取得进步,反之则差。本文以该理论为依据,以综合英语为教学实践,探讨教师可以帮助学生调节情感过滤的强弱,从而激发学生学习的动机,增强其自信,降低其焦虑感,减少情感过滤对学生的消极影响。
“The theory of affective filter hypothesis ” not only can be applied to the study of second language acquisition, but also plays an important guiding role in English teaching of English major. Emotional factors affect students’ learning effects. When affective filtering is reduced, students will smoothly enter the learning realm, learn languages well, and make progress. Otherwise, they will be poor. Based on this theory and based on the theory of integrated English, this study explores that teachers can help students to adjust the strength of affective filtering, so as to stimulate students’ motivation to learn, enhance their confidence, reduce their anxiety and reduce the negative impact of affective filtering on students .