二语习得情感过滤假说演示文稿

二语习得情感过滤假说演示文稿当前第1页\共有34页\编于星期二\17点情感过滤假说

概况“情感过滤说”（theAffectiveFilterHypothesis）最初由Dulay＆Burt在1977年提出，他们提出情感过滤是一种内在的处理系统，它潜意识地通过情感因素来组织学习者对语言的吸收，旨在解释情感因素如何影响外语学习的过程。当前第2页\共有34页\编于星期二\17点20世纪70年代末到80年代初，美国著名语言学家克拉申(Krashen)提出了一套完整的第二语言习得模式。他在20世纪70年代末提出了监察模式，并于80年代早期进行了扩大研究，其模式的核心部分是“输入假说”。因此，克拉申的第二语言习得理论即为“输入假说模式”。情感过滤假说

概况当前第3页\共有34页\编于星期二\17点Contents输入假说习得/学得假说监控假说自然顺序假说情感过滤假说当前第4页\共有34页\编于星期二\17点情感过滤假说情感过滤假说的理论基础是情感过滤器理论，根据该理论，第二语言习得的成功取决于学习者的情感因素。克拉申把情感因素看作是可以调节的过滤器，这个过滤器可以起到促进或阻碍语言输入的作用。当前第5页\共有34页\编于星期二\17点情感因素情感因素动机Motivation自信心confidence焦虑状况anxiety学习目的明确，动力大进步快；反之进步慢。自我感觉良好，进步快；反之进步慢。焦虑感强，情感屏障大，输入少；反之输入多。当前第6页\共有34页\编于星期二\17点summary语言的输入只有通过过滤器才能达到语言习得机制，并为大脑所吸收。情感过滤假说强调了在二语习得过程中学习者的情感因素对语言的输入起着过滤的作用，学习者的情感因素会阻碍或加速语言的习得。如果学习者学习目的明确，学习动机高，自信心强，焦虑感适度，“情感过滤”就弱，反之，“情感过滤”就强。在语言习得中，如果“情感过滤”太强，大脑中会形成障碍，语言输入就会遇到阻碍，无法进入语言习得机制(LanguageAcquisitionDevice)结果无法产生语言习得。如果“情感过滤”降低，可理解的语言输入便能顺利进入语言习得机制，加速语言习得的进程，只有降低情感过滤，消除学生的心理障碍，学生才能积极地学习。当前第7页\共有34页\编于星期二\17点ThankYou!当前第8页\共有34页\编于星期二\17点DiagramDescribeavisionofcompanyorstrategiccontents.Describeavisionofcompanyorstrategiccontents.Describeavisionofcompanyorstrategiccontents.Describeavisionofcompanyorstrategiccontents.Describeavisionofcompanyorstrategiccontents.

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