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1.1 Background of the Study
以教师为中心的重点，例如，教材，教学方法和其他外部因素，已经转移到学习者，集中在语言教学领域的20世纪80年代以来，学习者的积极作用，收到相当的重视，从教师和研究人员在采集的过程。这是一个在语言研究领域的突破。学习者的情感因素和认知因素已经给予更多的关注，通过大量的研究。As the focus on teacher-centered, for instance, teaching materials, teaching methodologyand other external factors, has shifted to learner-centered in the domain of language teachingsince 1980s, learner's active role have received considerable attention from teachers andresearchers in the acquisition process. This is a breakthrough in the domain of languageresearch. Learner's affective factor and metacognitive factor have been given more attentionby a great number of researchers.

1.1.1 Learner's Affective Factor
最近的语言焦虑的研究表明，语言学习者的强烈的负面情绪禁止采集和生产的影响可能是无孔不入。克拉申的情感过滤假说指出，第二语言习得（Krashen的情感因素，1998年，第159页-76）可以影响。高效的输入的条件下，较低的情感过滤。也就是说，情感过滤低刺激的可理解性输入到语言习得，将成为更多的输入输出。输入到语言习得装置的交付将被阻止由高情感过滤。在众多情感因素，如动机，焦虑，自尊，抑制，冒险，外向，自信等，学习者的焦虑，作为一个重要的基础变量，占有重要的地位而备受关注。20世纪80年代中期以来，大多数研究人士透露，对外语焦虑外语焦虑有更多的破坏性影响在大多数情况下，不是促进效果，甚至在语言学习中扮演一个灾难性的作用。了很大的努力已经被采取缓解国外语言焦虑，如创造一个愉快，轻松的课堂气氛，促进学习的学生的积极感受和动机，并避免了学生的尴尬，语言类等不过，结果和效果被发现并非如此可取的。Most recent language anxiety research has revealed that learner's strong negativeemotions prohibits language acquisition and production and the effects may be pervasive.Krashen's affective filter hypothesis states that second language acquisition can be influencedby affective factor (Krashen, 1998, p.159-76). The efficient input should be under theconditions of lower affective filter. That is to say, low affective filter stimulates thecomprehensible input into language acquisition and more input will become output. Thedelivery of input to the language acquisition device will be prevented by high affective filter.Among the numerous affective variables, such as motivation, anxiety, self-esteem, inhibition,risk-taking, extroversion, self-confidence, etc., learner's anxiety, as a significant underlyingvariable, occupies an important position attracted much attention.Since the mid-1980s, most studies on foreign language anxiety have revealed thatforeign language anxiety has more debilitating effects than facilitating effects in most casesand even plays a disastrous role in language learning. Much efforts has been taken to alleviateforeign language anxiety, such as creating a pleasant and relaxed classroom atmosphere,promoting student's positive feelings and motivation in learning, and avoiding student'sembarrassment in language class, etc. However, the results and effects are found not sodesirable.

1.1.2 Learner's Metacognitive Factor
With the shift of emphasis from how teachers perform their teaching to how learners learn a foreign language, it cannot be denied that a number of researchers and educators areeager to find out the efficient way to facilitate English learning. Researchers began to studythe individual differences in order to have better understanding of how learners deal with theirown individual learning problems. Since the 1970s, increasing numbers of studies devotethemselves to the study of language learning strategies because there is a close relationshipbetween the strategies a learner employs and his performance in language learning.Accordingly, researchers have shifted their focus from what to learn and how to learn forcoming to realize that the importance of language learner's motivation and independentlearning ability in language learning. Wi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。