The Application Of The Affective Filter Hypothesis In Middle School English Affective Teaching

English teaching process is not only the teaching of knowledge, but also the emotionalcommunication between teachers and students and the training of students’ emotionalquotients. Compared with other disciplines, the language has a closer relationship with theemotional attitudes. To a great extent, emotional attitudes are expressed and conveyed by thelanguage. Nowadays one of the most important aspects of the basic education curriculumreform is to focus on the development of students’ emotional attitudes and to permeate thecultivation of students’ emotional attitudes to education and teaching. The purpose of Englishcourse in the basic education stage is not only to develop students’ language knowledge andlanguage skills, but also to cultivate the students’ positive emotional attitudes withresponsibility and obligation.In1977, based on the relationship between language and emotion, Dulay and Burt putforward ‘the Affective filter Hypothesis’ to explain the influence of the emotional factors onthe foreign language learning process. In the early1980s, Krashen used the theory of theAffective Filter Hypothesis in Monitor Theory to develop the Affective filter Hypothesis intoa deeper level.On the basis of the discussion of Krashen’s theory of the Affective Filter Hypothesis, theauthor has carried on the empirical research to the theory in order to prove that whether theemotional factors, like motivation, self-confidence, anxiety and personality, in Englishlearning have the influence on learning scores and word memorization or not. The author alsowanted to figure out the influence of the choice of learning strategies on the learning scoresand word memorization. The purpose was to have a further analysis on the relationship of theemotional factors in language learning and language learning strategies, English learning scores and English word memorization.In the basis of the theory of Krashen’s Affective Filter Hypothesis, the author wanted toexplore the relationship between the emotional factors and the strategies, English leaningscores, word memorization. In order to explore the relationship between them, the authorcarried out a teaching experiment in The Xinmi First Middle School in Henan province. Theauthor chose the students in the two classes as the subjects. One class was the experimentalclasses and there were61students. The other one was the control class and there were49students. There were120students in the experiment totally. The numbers of students in thetwo classes were similar the same. Students in the two classes have the same English teacher.In order to ensure the comparability of the test results, before the experiment, the author had atest to compare the abilities of English language and word memorization. The result was thatthe students in the two classes have similar abilities of learning English and wordmemorization. In the experiment, the teacher used strategies useful for inspire students’positive emotions in the experimental class and the teacher used the normal methods in thecontrol class. The experiment lasted for3months. In order to figure out whether the strategieswere effective or not, the author tested the abilities of English learning and wordmemorization in the two classes after the experiment.According to the comparison of test results, the author found that the proposed strategiesabout the Affective Filter Hypothesis in this paper were truly effective. After the three-monthexperiment, the learning scores and the abilities of memorization in the experimental classhave been improved. The results verify the proposed hypothesis in this paper.In the end of the thesis, according to her own research, the author puts forward severalteaching Suggestions and points out the limitations of the research.