Case Study Of Emotional Factors And Conversational Ability Of Japanese Adult Chinese Learners

Affective factors play a vital part in second language acquisition.This research takes Krashen’s affective filter hypothesis as a theoretical basis,selects three adult Japanese learners as the research object and adopts classroom observation,after-class interviews,teaching log records,and other methods to conduct a nine-month case study.In the research,the focus is put on four affective factors including attitude,personality,anxiety,and self-confidence of the three learners,the four affective factors and the conversational abilities of the three learners are analyzed based on relevant research data.The three learners share the same learning motivation but bear significant differences in their conversational abilities.A positive attitude towards the target language and the target language culture can help the learners to accept the target language more quickly and adjust their mental state much faster in the face of adversity,while a negative attitude towards the target language and the target language culture would trigger a stronger sense of resistance and thus hinder the input and output of the second language.Extroverted learners can get more conversation-practicing opportunities,while introverted learners make fewer mistakes in conversation.Learners with low anxiety and strong self-confidence are more relaxed in conversation,which can help to enhance the conversational ability,while learners with high anxiety and low selfconfidence are more prone to become nervous in conversation and progress slowly in their conversational ability.This paper argues that affective factors can affect learners’ conversational ability,and positive affective factors can spur the enhancement of the conversational ability.Therefore,in second language teaching,teachers should exploit the influence of affective factors in teaching to achieve better results of second language teaching.