AnalysisofAffectiveFactorsinSeniorStudents

毕业论文〔设计)1.IntroductionNowadays,education is highly looked on as the crucial factor to one's personalsuccess.The development of economy as well as the progress of society and basiceducation now is developing by leaps and bounds in China,so the reform of disciplineof English is making China's English teaching further meet the teenagers'mentaldevelopment.However,a lot of problems still exist in English teaching and one ofthem is the issue of transforming low achievers resulted from affective barriers inEnglish in senior high schools.In the actual process of education,many teachers think some students have notalents to study English and have lost confidence in achievers,so low achieversthemselves have lost interest in English little by little.Moreover,at present,it ishighly recognized that English learning takes the students,especially senior highschool students too much time.However,the learners'learning effects cannot meettheir satisfaction.The reason why students spend much time to learn but receive lessinput is that the students'own affective factors are neglected.As we know,language learning is not only a cognitive task,but also an affectivecomponent.In Krashen's affective-filter hypothesis (1985),he suggests "Learnerswith high motivation and self-confidence and with low anxiety have low filter,so theyobtain and let in plenty of input.Learners with low motivation,little self-confidenceand high anxiety have high filter and so they receive little input and allow even in."Krashen (Ellis,2001)also points out the importance of motivation,anxiety andself-confidence which influence foreign language learning.The newly-issued Senior High School Curriculum Standards consists of five2