Analysis of Krashen's Affective Filter Hypothesis

hwsy@overseaen.comISSN 1009 5039http://www .overseaen.comOverseas English 團呸圃灞Tel:+86- 551-5690811 56908 12Analysis of Krashen's Affective Filter Hypothesis趙靜(廣東商學(xué)院華商學(xué)院,廣東廣州511300)of afective variables play a very important role in Second Language Acqusition. Based on the inuroducion of afective filter bhypothesis, thispaper will analyze the significance and shortcomings of this hypothesis.Key words: Krashen's five hypotheses; afective flter hypothesis; significance and shortcomings中圖分類(lèi)號:H030文獻標識碼:A 文章 編號:1009- -5039(2011)08 -0281-031 Introductionmotivation, lttle self-confidence and high anxiety have high filterin. hence. theStephen Krashen (University of Southerm Califomnia) is anand so receive litle input and allow even less m, hence, theexpert in the field of linguistics, specializing in theories of lan-this filter. The efect of the afective filter can be ilustrated inguage acquisition and development. Actually, he is most wellthe following picture;known for his five hypotheses on Second Language Acquisition(SLA). These bypotheses are:(up)1)The Acquisition-Leaming bypothesis; 2)The Monitor hy-Input→filter →LAD- →acquired competencepothesis; 3)The Natural Order hypothesis; 4)The Input hypothesis;5)The Affective Filter hypothesis.(down)These hypothescs indeed have great influence in the field ofAffective filter can be prepared to a door, when it is closed,SLA. However, the significance of these hypotheses remains to beinput will be prevented and can not reach the LAD in the brain,questioned since they were put forward. This chapter will elabo-rate on the introduction of affective filter hypothesis.then the learner's language acquire ability will be decreased. TheDulay and Burt argued that affective factors play a role asmore it prevents, the low language acquisition ability will be. Onfilter in input as early as 1977. Based on this idea, Krashen de-the contrary, when the door is open, a large amount of input wilhat affectivebe able to go through it and reach the LAD and change into lan-veloped his afective filter hypothesis. He thought that aetiveguage acquisition ability, thus, the leamer's language acquisitionfilter is a kind of psychological obstacle which prevents a leamerfrom taking in theability will be good.2 Significance of the Affective Filter HypothesisThe Affective Flter Hypothesis captures the relationshipbetween affective variables and the process of second language2.1 Application of the atective f分ter hypothesisacquisition by positing that acquirers vary with respect to theShorly after the beginning of SLA research, Krashen putstrength or level of their Affective Filters. Those whose attitudesforward his five input hypotheses from the aspects of appearanceare not optimal for second language acquisition will not only tendof leamners' language (the Acquisition-Learming hypothesis), hap-to seek less input, but they will also have a high or strong Affec-pen of language acquisition (the Monitor hypothesis), language oftive Filter - even if they understand the message, the input willlearners (the Natural Order hypothesis), outside factors of lan-guage acquisition (the Input hypothesis) and individual differencenot reach that part of the brain responsible for language acquisi-of language learners (the Affective Filter hypothesis). These fivetion, or the language acquisition device. Those with atitudeshypotheses are quire influential and push the development ofmore conducive to second language acquisition will not only seekSLA and foreign language teaching. Krashen argued that "Com-and obtain more input, they will also have a lower or weaker fil-ter. They will be more open to the input, and it will strike "deep-prehensive input only activates LAD, and the key point of thelanguage acquisition of afective factors" (Krashen 33). He alsoer". (Krashen 31)Krashen claims that learmers with high motivation, self-con-claims that the affective filter is the basic reason why people fos-fidence, and a low level of anxiety are more inclined to be suC-silize. From this hypothesis, Krashen deduces that" our peda-cessful in second language acquisition, while learners with lowgogical goals should not only include supplying comprehensiblemotivation, self-confidence and a high level of anxiety are lessinput, but also creating a situation that encourages a low flter ...inclined to get success. In other word, these affective variablesThe input hypothesis and the concept of the Affective Filter de-fine the language teacher in a new way. The effective languagevariables can be regarded as an adjustable filter thal feely pass-teacher is someone who can provide input and help make it com-es, impedes, or blocks input necessary to acquisition. Learnersprehensible in a low anxiety situation". (Krashen 32) It chal-with high motivation, self-confdence and low anxiety have lowlenges the condition that affective factors are often neglected infilters and 8o obtain and let in plenty of input. Learmers with lowlanguage teaching and theory research; it also makes people re-收稿日期:2011-03-04修回 日期:2011-03-27中國煤化工作者簡(jiǎn)介:趙靜,廣東商學(xué)院華商學(xué)院外語(yǔ)系教師。MYHCNMHG欄目責任嫡舞:謝嬡嬡812011年8月Overseas English 海外關(guān)語(yǔ)there is no output entrance, how can the fler diferentiate thisbe separated from each other in English teaching, which attachespart of new input from that part of new input and then let thistoo much importance to cognitive side of language learning whilepart one go through and reach the LAD?neglecting the function of affective factors. While Krashen's hy-Krashen also claims that the affective filter is the main rea-pothesis stresses the important role of affective factors in lan-son which causes individual difference. However, is this the onlyguage learming, and challenges the situation that teachers and re-reasonable cause of individual differences? Krashen argues thatsearchers often stress cognition but neglect affective factors. Echildren can acquire language better than adults because theirmotion and cognition are two organisms during language leaming,afective filter is weaker than that of adults. Adults usually havewhich can not be separated. Affective factors play a role at leasthigh self consciousness, emotional fragility and low self image,as important as cognition, if not more important. Krashen pointswhile children are on the opposite. Furthermore, he concludesto the importance of motivation, self-confidence and anxiety. Hethat the younger the learmer is, the better he σr she will do onholds that these factors are more involved in constructing the ac-language acquisition. Actually, the age indeed is not the onlyquired system than in leaming; they are more strongly related tofactor which feets the process of language acquisition. Chineseachievement a8 measured by communicative tests than by formallinguists Shu Dingfang and Zhuang Zhixiang claim that the bestlanguage tests. All in all, this hypothesis has great influence inperiod of foreign language learming is in junior middle school, notthe field of second language acquisition and foreign languagethe younger, the better.learming. It is worthy of being researched further.Krashen indeed have not given an enough explicit explana-References:tion on how the affective filter make functions, neither given be-lievable evidence on how individual differences affect the affec-[1] Dulay,Burt,Krashen.Language Two [M].New York:Oxford Uni-tive filter. The affective filter seems to be able to explain anyversity Press,1992.condition of language acquisitin; however, the definition ofitis[2] Ellis R.The Study of Second Language Acquisition[M].Oxford:Oxford University Press,1994.inition of "Ianguage" rfered in his hypothesis. His distinctin of[3] Horwitz EForeign language classroom anxiety[J].Modem Lan-three emotional variables is also not clear. What do motivation,guage Jourmal,1986(70):125-132.self-confidence and anxiety exactly refer to? How do these vari-4] Krashen S.Principles and practice in Second Lables afect language acquisition? Krashen has given his expla-quisition[ M].Oxford:Penquisition[M].Oxford:Pergamo Press,1982.nation, but there are still something implicit.] Krashen S.Language Acquisition and Language Education[M].Alemany Press,1985.4 Conclusion[6] Oxford R Llanguage learming strategies: What every teacherThis paper brefly introduces Krashen's afectve filer hy-should know[M].New York:Newbury House Publishers,1990.pothesis, also the sigificance and shortcomnings of the hypothe-[7]吳丁蛾.外語(yǔ)教學(xué)與外語(yǔ)習得中的“輸人”及“情感障礙"U.sis. From the paper, we can conclude that although Krashen's af-外語(yǔ)與外語(yǔ)教學(xué)20006).fective filter hypothesis sill has some weak points which should[8]束定芳莊智象、現代外語(yǔ)教學(xué)一理 論與實(shí)證研究[M]上be further researched, it indeed have an important effect on sec-海:上海外語(yǔ)教育出版. .ond language acquisition. Learming-cognition and emotion used to(上接第247頁(yè))的句子"My mother is a teacher, my father is a worker", 就是受表示，而英語(yǔ)通常通過(guò)增加詞綴或通過(guò)單詞本身的內部變化到了漢語(yǔ)思維的影響,缺少連詞和過(guò)渡詞,是一種負遷移。來(lái)表示。當學(xué)習者們在使用第二語(yǔ)言的句法結構遇到困難時(shí)，3結論他們就會(huì )使用母語(yǔ)的句法結構。比如,漢語(yǔ)中的“讀書(shū)”、“寫(xiě)字”、“唱歌"之類(lèi)的詞均屬于動(dòng)賓詞組，而英語(yǔ)中很多動(dòng)詞本綜上所述,"中式英語(yǔ)"在語(yǔ)音詞匯、句法和語(yǔ)篇上的表身已經(jīng)含有賓語(yǔ)所要表達的意思，所以一般在句中都可以省現形式是語(yǔ)言遷移的產(chǎn)物，根本原因就是學(xué)生在學(xué)習英語(yǔ)的略。例如“She likes singing songs" 就是受漢語(yǔ)影響而成的,地道過(guò)程中受到母語(yǔ)干擾.硬套母語(yǔ)規則造成的。這就要求在漢語(yǔ)而言應該是“Shs singing”環(huán)境下的英語(yǔ)學(xué)習者,不斷通過(guò)對比、歸納和分析發(fā)現英漢表此外,漢語(yǔ)屬于不發(fā)生屈折變化的語(yǔ)言,因而就不存在主達差異.找出其中的規律，培養自己靈敏的語(yǔ)言自覺(jué)意識。同謂一致的問(wèn)題。但英語(yǔ)中必須保持主謂一致,即在性數和人時(shí),多接觸目的語(yǔ),形成一種內在的語(yǔ)感和語(yǔ)言習慣。這樣,中稱(chēng)上的對應。但很多學(xué)生在學(xué)習過(guò)程中,往往把漢語(yǔ)的句法結國學(xué)生“中式英語(yǔ)”現象才會(huì )逐漸減少,進(jìn)而習得規范、地道的構套用到英語(yǔ)句子中,忽略其中的差異,比如"Hecomefrom英語(yǔ)。New York" (正確形式應為comes)。參考文獻:2.4語(yǔ)篇方面[1] Odlin TLanguage Transfer [M.Cambridge University Pres,思維方式的差異導致了英漢兩種語(yǔ)言在語(yǔ)篇組織方面的.1989.不同,主要表現在組織方式和銜接手段兩個(gè)方面。在語(yǔ)篇組織[2] Pinkham J.The Translators' Guide to Chinglish [M].Peking U-方面，中國學(xué)生往往借助推理闡發(fā)觀(guān)點(diǎn)或在結尾處號召人們niversity Pes,2000.采取行動(dòng)，但英美國家的人往往以自己的經(jīng)歷為例說(shuō)明文章[3]李文中.中國英語(yǔ)和中國式英語(yǔ)[].外語(yǔ)教學(xué)與研究,1993(4).的主題。在語(yǔ)篇銜接上,作為一種形合的語(yǔ)言,英語(yǔ)段落之間、[4]孫勉志.漢語(yǔ)環(huán)境與英語(yǔ)學(xué)習(M]上海:上海外語(yǔ)教育出版旬子之間連接緊密,以主句為中心,用從句、短語(yǔ)及連接詞等社2001.手段將其緊密地連成一個(gè)整體,呈樹(shù)形結構。而漢語(yǔ)句子結構[5]俞理明.語(yǔ)言遷移與二語(yǔ)習得一回顧反思和研究 [M-. 上松散,重意不重形.句子與句子間邏輯關(guān)系不那么嚴謹，主要海:上海外語(yǔ)教育出中國煤化工通過(guò)語(yǔ)義手段取得語(yǔ)篇的連貫和銜接。比如,有學(xué)生寫(xiě)的這樣MHCNMH G .本欄目責任編輯:劌嬡嬡:求索懼臟海盲半研究麗 283