A Research On Affective Factors In Primary School English Learning Based On Affective Filtering Hypothesis

Since the 1960s in the twentieth century,the West has gradually begun to study second language acquisition.With the continuous development of research,researchers have begun to shift the focus of research from the outside to the inside,and begin to explore the impact of emotional factors on language learning.The impact of the role.With the gradual rise of humanism,people pay more and more attention to affective factors.Linguists have also begun to pay attention to the role of affective factors in language acquisition,and have put forward many theories on this,the most widely known of which is Krashen's emotional filtering hypothesis.Krashen pointed out that emotional factors are like a sieve for students' learning and have an important impact on students' language learning.Since then,many scholars and teachers at home and abroad have begun to conduct research on emotional factors from different aspects,most of which are concentrated in the junior high school,high school and university stages.Therefore,in order to enrich the study at the elementary level,this study will be based on the Krashen's emotional filtering hypothesis,with primary school students as the research object,and investigate the primary school students' emotional factors:motivation,anxiety and self-confidence,as well as gender,grade,urban and rural areas,and learning level.Make a comparison between these four aspects,analyze whether there are differences in primary school students' emotional factors in these four aspects,explore the reasons behind the differences,and propose corresponding strategies to promote the development of primary school students' positive emotional factors.The subjects of the study were a total of 580 people from an urban elementary school in Luoyang City and a rural elementary school in Yiyang County,Luoyang City,with a total of five teachers.The main research questions are as follows;What is the status of elementary school students' affective factors in English learning? Are there differences in motivation,anxiety,and self-confidence in different grades? Are there differences in motivation,anxiety,and self-confidence among different genders?Are there differences in motivation,anxiety,and self-confidence among students of different learning levels?Are there differences in motivation,anxiety,and self-confidence among primary school students in urban and rural areas?Research tools include questionnaires and interviews(student interviews,teacher interviews),and the data from the questionnaires will be processed with SPSS19.0.The survey and research results show:1.Motivation:Girls are more motivated to learn than boys;fifth-grade students are more motivated than fourth-grade students;urban elementary school students are more motivated than rural elementary school students;students with excellent learning motivation are higher than those with learning difficulties.2.Anxiety:Most of the tested students have anxiety.The first thing that bears the brunt is test anxiety,followed by not understanding in class,fear of getting negative comments,and dare not to speak English.There is no significant difference in anxiety between boys and girls;there is a difference in test anxiety among students in fourth and fifth grades,that is,the test anxiety of fifth grade students is higher than that of fourth grade students;in comparison between urban and rural areas,rural elementary school students have higher anxiety than urban elementary school students;at different learning levels In comparison,the anxiety of students with learning difficulties is higher than that of students with learning excellence.3.Self-confidence:Most students have strong self-confidence in English learning.The source of self-confidence is mainly to obtain external affirmation and feedback on performance.There are no significant differences in self-confidence between different genders and grades;there is a significant difference in confidence between urban and rural primary school students,that is,urban primary school students have higher confidence in English learning than rural primary school students;outstanding students and students with learning difficulties are confident in self-confidence.There are also significant differences.The self-confidence of students with excellent learning is higher than that of students with learning difficulties.4.Correlation analysis of motivation,anxiety and self-confidence:Through the correlation analysis of motivation,anxiety and self-confidence,it is found that motivation and anxiety are very significantly negatively correlated;motivation and self-confidence are very significantly positively correlated;anxiety and self-confidence are very significant.Significant negative correlation.Through analysis,it is found that the differences in primary school students' affective factors can be found mainly from three aspects:individual students,teachers and environment.The individual aspects of students can be attributed to:physiological differences;attribution methods and learning strategies.The teacher's aspect boils down to:educational concept;teacher's attitude;error correction method and evaluation method.The environment can be boiled down to:regional culture;educational resources and learning atmosphere.In response to the above problems,the following suggestions are made:First,pay attention to learners' emotional factors,and do a good job analysis of their academic conditions;second,teachers should strengthen their own educational and teaching qualities and change teaching methods;third,create a good atmosphere for English learning to ensure the balance of English learning resources between regions.