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The Implication of Krashen’s Affective Filter Hypothesis on College Students’ Listening Learning

Shan Liu

Abstract


English listening plays an important role in daily communication and is a necessary procedure in the second language
acquisition process, but at the same time it is also an obvious obstacle for college students learning English. According to Krashen’s
affective filtering hypothesis, learning motivation, self-confidence and anxiety have a huge influence on learners’ listening learning
process. Therefore, this paper uses Krashen’s affective filter hypothesis to explore the impact of affective factors on college
students’ English listening learning, and proposes several related strategies to contribute to improving college students’ English
listening ability.

Keywords


Affective factors; English listening; Second language acquisition

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References


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[3] Bénabou, R. J. M., & Tirole, J. Self-confidence and personal motivation[J]. The Quarterly Journal of Economics, 2002, 117(3): 871-915.

[4] Krashen, S. D. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon Press, 1982, 5(1):134-136.

[5] Filgona, J & Sakiyo, J. Motivation in Learning[J]. Asian Journal of Education and Social Studies, 2020, 10(4):16-37.

[7] Young, D. J. Creating a low-anxiety classroom environment: What does the language anxiety research suggest[J]? Modern Language Journal, 1991, 75 (4): 426-439.

[6] Dağgöl, D. The reasons of lack of motivation from the students’ and teachers’ voices[J]. The Journal of Academic Social Sciences, 2013, 1(1):35-45.




DOI: https://doi.org/10.18282/l-e.v10i8.3105

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