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    2. 刊物属性
    3. 刊物名称:英语广场
    4. 国内刊号:CN 13-1298/G4
    5. 国际刊号:ISSN 1009-6426
    6. 数据库收录:中国知网
    7. 投稿邮箱:
    8. 当前位置:英语广场 > 优秀论文 >
      时间:2017-07-05 来源:英语广场

        【Abstract】There are many factors that affect English acquisition in the second language acquisition, such as: age, environment, mother tongue interference, culture, cognition, teaching methods/models, affective factors and and so on. The affective factor has the same important status as cognition factor, and it plays an important role in TEYL. This study aims to carry out questionnaire and experiment to identify how the affective filter hypothesis influences the pedagogy and what Krashen’s affective filter hypothesis can enlighten in teaching English to young learners. Through exploring theoretical foundation, the result of the author's experiment shows that affective filter hypothesis theory is an efficient way for the young learners to know how to learn and for the teachers to know how to teach English. In addition, by comparative analysis, the results are obtained from the experiment and questionnaires. The conclusion can be seen that to a large extent, the degree of learners’ motivation, self-confidence and anxiety have influence on the learners. Finally, on the basis of previous studies and the author's own ideas, the majority of suggestions are proposed in the article.
        【Key words】Krashen’s Affective Filter Hypothesis; young learner; English
        1. Introduction
        There are many factors that affect English acquisition in the second language acquisition,age,, environment, mother tongue interference, culture, cognition,affective factors and so on. The affective factor is an important part of linguistics, and it has the same important status as cognition factor. It affects the second language acquisition directly and indirectly. Therefore, Affective factors play an important role in TEYL. Whereas, a large amount of young learner English teachers who with particular emphasis on teaching materials, teaching methods and cognitive development of students in teaching reform, ignoring the affective factors of young learners. At the same time, the cognitive factors of language learning and acquiring are more welcomed by researchers in the academic market. On the contrary, the study of affective factors is relatively weak and poor.
        According to “Compulsory Education English Curriculum Standard” pointed out: Teaching English to Young Learners must follow the orders for physical and psychological development of the young learner. The young learner must be to stimulate interest and cultivate a positive attitude to learning and acquiring, so that they formed initially the confidence in learning and English acquisition (Ministry of Education of the PRC,2011,Pp.1-27). Whereas, so many parents have high expectation to their children, majority of parents expected that she/he cannot fail at the beginning line. There are numerous training institutions in the market, the main purpose of the training institutions to a large extent in order to obtain profits . Furthermore, teaching facilities are limited. The great majority of them don’t understand young learner's English instruction theory.The purpose of this paper mainly put forward what the young learner teacher should put the affect and cognition on the same important position in TEYL. Try our best to spend less time to learn more English. This paper will answer the following three questions: