英语论文网

Chapter Five Result and Discussion

5.1 Result Analysis
As all presented last chapter, the author find there are some problems we still need to payspecial attention to students in their English listening comprehension learning:Most of the students’ performances in the English listening class have much to do withboth their and teachers’ affective status, which further affect the effect of their learning. Witha positive evaluation of their performance in English listening learning about themselves,students can be active and confident. Besides, Anxiety is the different with them. Both toomuch and too little anxiety may hinder the process of successful second language learning.Those students with proper anxiety in the English listening class and during the process oflistening may achieve success better than those who can hardly feel anxiety or who areoverwhelmed by anxiety.According to Krashen’s Affective Filter Hypothesis, affective factors filter what hasbeen input. These affective factors may accelerate or impede language acquisition. Only in thebest condition of affect, can learners get the real language acquisition. The best threeconditions are as following: 1) Learners have strong motivation of study. 2) Learners areconfident. 3) Learners are in the good mood and with proper anxiety. So the affective factorsare very important for the learners to acquire the English listening skills effectively.
…………

Conclusion

It is widely accepted among researchers and educators that affective factors play a veryimportant role in successful FLT (Foreign Language Teaching) and FLL (Foreign LanguageLearning). In this thesis, starting from current situation about FLT in China, the author draw asketch of some key affective factors which have helpful implications for both languageteachers and language learners. Firstly, attention to affective aspects can contribute to moreeffective language learning. Learners’ potential may be compromised in the presence ofextremely negative emotions such as anxiety, fear, stress, anger and depression. Secondly,focusing on affective factors is also a way to educate all-round development students inlearners’ emotional education.
……………
Reference (omitted)