A Study On Investigating The Correlations Between Three Factors Of Affective Filter Hypothesis And English Reading Achievement Of Senior High School Students

Krashen proposed Affective Filter Hypothesis,which suggests that affective factors are key conditions for language acquisition,including motivation,self-confidence,and anxiety.It can be seen that emotional attitude plays an important role in language learning.While reading is the main way for English learners to obtain language input.Stimulating students’ motivation,enhancing students’ self-confidence and reducing anxiety are important means to improve English reading ability.Therefore,this paper aims to explore three affective factors of senior high school students in English reading.This study investigated 243 students in Tianjin No.42 Middle School under the guidance of input hypothesis and emotion filtering hypothesis,questionnaire method and interview method,and reading test paper.The research questions are as follows:What is the current status of senior high school students’ three affective factors in English reading?What is the correlation between the three factors of Affective Filter Hypothesis and these students’ English reading achievement?What are the influential factors of senior high school students’ three affective factors in English reading?Through descriptive analysis,correlation analysis and regression analysis of the questionnaire,the following results are obtained: First,the motivation and anxiety of high school students in English reading are generally at a medium level,while self-confidence is at a low level.Second,there was a significant positive correlation between motivation,confidence and English reading performance,while anxiety showed a significant negative correlation with English reading performance.Through the analysis of interview data,it is concluded that the factors influencing the motivation of high school students in English reading mainly are external factors;the factors affecting confidence and anxiety mainly come from learners’ knowledge,experience and emotional state.This study’s findings offer recommendations for teaching and learning English to senior high school students.Teachers should,for instance,pique students’ enthusiasm in English reading,adopt appropriate teaching methods,and give more encouragement to improve their internal motivation,self-confidence and reduce anxiety,students should master appropriate reading strategy and strengthen their affective strategy.