The Study On College Oral English Teaching Based On Affective Filter Hypothesis At Independent Colleges

It is not until the latest 30 years that oral English learning gets its important status in language learning. Especially with China's entry into WTO and China's successful holding Olympic Games, Oral English gains more and more attention from students and teachers as a face to face communicative means. The thesis has already studied the characteristics of oral English, the oral English teaching at home and abroad, and elements that influence oral English learning, and wants to make good use of the affective factors in oral English teaching to improve the students'communicative ability.Based on Krashen's Affective Filter Hypothesis, this thesis mainly focuses on learners'affective factors:motivation, anxiety, self-esteem and personality, so as to explore the influence of affective factor on oral English learning. The thesis hopes to improve oral English teaching at independent colleges through affective filters. Motivation is a very important factor in language learning. It has been widely accepted by teachers and researchers as one of the key factors influencing the rate and success of oral English learning. Much of the work in this area suggests that it is important to arouse the learners' learning motivation. Anxiety is an important affective factor that pervasively obstructs the leaning process. The relationship between anxiety and education in the second language setting has been well established throughout the research world for decades. Second language oral learning process is also strongly influenced by individual confidence, self-esteem and personality traits residing within the learners. However, what's the current situation of non-English major learners'affective factors at independent colleges? What's the correlation between learners'affective factors and their oral learning achievements in the test? And what kinds of the teaching strategies the teachers should use in oral English teaching? All these problems are to be solved eagerly.The thesis takes the Affective Filter Hypothesis as the theory basis and gets three implications. Apart from the introduction and conclusion the thesis could be divided into four parts.In Chapter One, the thesis gives Krashen's Affective Filter Hypothesis and related researches. It not only discusses Krashen's Five Hypothesis, especially the Affective Filter hypothesis but also mentions the relationship between the affective factors and oral English teaching. It also gives the theory basis for the following study.In Chapter Two, the thesis presents the nature of oral English teaching. It discusses the nature, the characteristics and the methods of oral English teaching. It also analyses the current situation of oral English in China and the concrete problems of oral English teaching at independent colleges.In Chapter Three, the thesis puts forward hypotheses and carries on the experimental study based on Affective Filter Hypothesis. From the experiment the thesis gets the conclusion:the affective factors are closely related to oral English.In Chapter Four, the thesis explores the teaching strategies that could decrease the affective factors'hinder in oral English output. And therefore it mentions the methods in improving motives, increasing confidence, alleviating anxiety and so on, so as to get rid of the impact of affective factors on oral English learning.The thesis briefly reviews the previous and current research on the oral English teaching inside and outside China. Inspired by the relevant fruitful research results, the thesis tries to examine the affective factors'influence on non-English major students'oral output at independent colleges and find a better solution through the research.In the research, the two-semester experiment is conducted in Guanghua College of Changchun University. There are altogether 60 non-English major students, who are from Management Department and enrolled in college in 2007. (Two classes:experiment class 30 and control class 30). The two classes are chosen on the basis that they have the average level according to the oral English test of last term (the second semester of their first year in the university). It is made by the instruments of questionnaire, oral tests and interviews etc.Through the results of the experiment, it demonstrates that there definitely exists correlation between the students'oral English learning at independent colleges and their affective factors. The data shows that there's also correlation between the English oral achievements and the affective factors.This research has an overall understanding of several affective factors'influence on the oral output e.g., the motivation, confidence, anxiety, self-esteem and personality etc. Through the interview and class observation, the author finds the different manifestation ways of affective factors and the major source of it reported by the sample and influence of teachers and teaching progress on the students'affective factors. Then the solution to alleviating the affective effects is presented from the students'perspective and some useful teaching strategies are also offered. It proposes to promote the students'motivation, strengthen their confidence, perfect their self-esteem, low their anxiety levels and create better oral output environment etc, so these can alleviate the negative effects of the affective factors.Finally, the author sums up the main ideas of this study, provides the answers to the research questions, describes its theoretical significance and practical value to the present independent college oral English teaching and learning, points out its limitations and finds out what is still left done for further study.