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udied the affective factors in language input was Dulay andBurt (1977). They explained how affective factors affect foreign language acquisitionand considered affective factors as a kind of inner processing system which influencedthe language being absorbed by learners subconsciously. On this basis, Krashendeveloped it into the Affective Filter Hypothesis." The notion of affective filter is anobstacle to learning or acquisition paused by negative affective filter to the environmentaround. The filter can be imagined as a sliding barrier that moves into place whenstudents are tired, nervous, dispirited or angry, which prevents the processing ofinput."(Krashen 1981)Even all the second language (L2) learners are exposed to apparently identicalcomprehensible input; their second language acquisition could not be equally successful.Therefore, in order to explain the phenomenon, Krashen claimed that there could be "amental block that prevents acquirers from fully using the comprehensible input theyreceive for language acquisition"(Krashen 1985). The "mental block" caused byaffective factors is called the affective filter. The affective factors of influencinglanguage learning include the learners' motivation, self-confidence and anxiety level.Krashen considered the affective factors as the adjustable filter which could make thelanguage input pass freely or hinder it. Language input could only reach the LanguageAcquisition Device (LAD) through filter and be absorbed into the brain so that it wasnamed as the ability of language acquisition. Affective factors on language input filtercan be fully understood through the arrow diagram below.

Chapter Three Research Design................... 22-30
    3.1 Research Questions.................. 22
    3.2 Subjects.................. 22
    3.3 Instruments.................. 22-29
        3.3.1 Questionnaires ..................23-29
        3.3.2 Test ..................29
    3.4 Date Analysis.................. 29-30
Chapter Four Results and Discussion ..................30-57
    4.1 The Results and Discussion of Questionnaires ..................30-50
        4.1.1 The Results of Motivation for Reading Questionnaire ..................30-44
        4.1.2 The Result of Self-confidence Scale in Reading ..................44-45
        4.1.3 The Result of Foreign Language Reading Anxiety Scale.................. 45-50
    4.2 The Result and Discussion of the Test.................. 50-54
    4.3 The Correlations Between English Reading Achievements.................. 54-57
Chapter Five Conclusion and Suggestions.................. 57-62
    5.1 Major Findings ..................57-58
    5.2 Suggestions.................. 58-60
        5.2.1 Suggestions for Teachers.................. 58-59
        5.2.2 Suggestions for Middle School Seniors ..................59-60
5.3 Limitations and Recommendations for Future Research ..................60-62

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