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2.1 Affective Filter Hypothesis
In the early 1980s, Krashen expanded his monitor theory into a broader-based model,consisting of five linked hypotheses: the Acquisition-Learning Hypothesis, the MonitorHypothesis, the Natural Order Hypothesis, the Input Hypothesis and the Affective FilterHypothesis. Krashen held that comprehensible input and affective filter were two causativevariables in SLA. He also pointed out that comprehensible input was important, yet onlycomprehensible input was far from enough. Therefore, the Affective Filter Hypothesis,which is about how affective factors influence affective filter to prevent learners from a fulluse of comprehensible input in the process of second language acquisition, also deservesattention.The term, affective filter was developed into a systematic hypothesis by the effort ofKrashen. To explain why acquisition was not equally successful for L2 learners even whenthey were exposed to apparently identical input, Krashen claimed that there could be amental block that prevented acquirers from fully utilizing the comprehensible input theyreceived for language acquisition. According to Krashen, affective filter was the innerblock to keep learners from making full use of comprehensible input to acquire language.On the basis of affective filter hypothesis, if the filter is up, comprehensible input cannotget through; if it is down, learners can get and understand what they have received. To putit in another way, L2 learners cannot utilize comprehensible input if there is a mental blockthere. This occurs when the acquirer is unmotivated, diffident or anxious. In the same way,low emotional intelligence, anxiety and low motivation can raise the affective filter andthen form a mental block for comprehensible input, thereby hindering the acquisition of asecond language or the learning of a foreign language.
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2.2 Definitions and Classifications of Key Terms
In this section, the definitions and classifications of the Key Terms: emotionalintelligence, foreign language anxiety and motivation will be introduced so as to have abetter understanding of the three affective factors to be discussed in the study.Emotional intelligence (EI) is a relatively new field in language learning, but now ithas generated interest of a good many language researchers. The term “emotionalintelligence” was coined by two psychologists—Salovey and Mayer in 1990, and it waspopularized by Goleman when he published his book Emotional Intelligence in 1995.Goleman, an influential speaker in this field, stated that 80 percent of the variance ofpeople’s achievements that were unable to be attributed to IQ differences could beexplained by characteristics constituting emotional intelligence. Goleman definedemotional intelligence as “abilities such as being able to motivate oneself and persist in theface of frustration, to control impulses and delay gratification; to regulate one’s moods andkeep distress from swapping the ability to think; to emphasize and to hope” (1995, p. 34).Different from the ability-based definition of EI proposed by Goleman, Petrides, Pita &Kokkinaki (2007) defined EI from the trait perspective. They defined trait EI as aconstellation of emotional self-perceptions located at the lower levels of personalityhierarchies. In other words, tra本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。