克拉申的“情感过滤假说”及其对英语听力教学的启示.doc

资料分类:英语论文 上传会员:梦溪 更新时间:2017-10-18
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Abstract

 

As is known to all, language is the bridge to the human civilization. And the skill of listening occupies an important position in people’s daily communication. During the language learning process, the general law has been formed that listening comes before saying and understanding comes before expressing. While we are learning English, listening, speaking, reading and writing are the four essential skills. Among the four, listening ranks the first, thus, the importance of which is obviously extraordinary. Actually, there are many subjective and objective factors affecting the listening quality in the teaching activities. However, due to the particularity of listening comprehension itself, the affective factors have particular influence on it. Taking Krashen’s Affective Filter Hypothesis as the theoretical basis, with the integration of the practice of students’ listening study, this thesis mainly illustrates the influence of affective factors on listening comprehension. Moreover, this thesis explores some enlightenment on English listening teaching and learning according to Krashen’s Affective Filter Hypothesis.

 

Key words: the Affective Filter Hypothesis; English listening comprehension; teaching and learning enlightenment

 

Contents

Abstract

摘要

1. Introduction-1

2. Literature Review-2

3. Introduction to Affective Filter Hypothesis-3

3.1 Definition of Affective Filter Hypothesis-3

3.2 Principle of Affective Filter Hypothesis-4

4. Importance of Affective Factors in English Listening-5

4.1 Particularity of English listening comprehension-5

4.2 Actuality of English listening class-6

4.3 Impact of affective factors on English listening comprehension-6

5. Enlightenment of Affective Filter Hypothesis on English Listening Teaching and Learning-9

5.1 Enlightenment from the perspective of teachers-9

5.2 Enlightenment from the perspective of learners-12

6. Conclusion-14

Works Cited-15

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上传会员 梦溪 对本文的描述:在英语学习中,听、说、读、写是四项必不可少的技能,在这四者中,听是排在首位的,显而易见,听力的重要性非同一般。在实际教学中,影响听力效果的主、客观因素有很多。但是......
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