Abstract:English learning is a process that involves both objective and affective factors. This paper，based on Krashen’s Affective Filter Hypothesis, mainly focuses on affective filter in rural junior English teaching. The paper first summarizes some theories of affective filter and then implements a survey in Xin’an Middle School to examine whether the affective factors, such as motivation, self-confidence, anxiety and trust have directly affected students’ learning actions and leaning results as well as teachers’ teaching actions and teaching results. Both quantitative and qualitative methods were adopted. The quantitative section of the study based on questionnaire. The qualitative section of the study analyzed classroom observation. Finally, this paper has based on the theory of the Affective filter, analysis the data of survey, finding out: firstly, most students fall into high affective filter owing to low learning motivation, insufficient self-confidence, over- anxiety and low trust. Secondly, due to teachers’ weak teaching motive power and strong anxiety, they also throw into high affective filter, and then putting forward corresponding strategies to reduce or eliminate the learners’ “affective filter” so as to upgrade the quality of rural junior English teaching.

Key words: Affective Filter; Rural junior English teaching; Strategies

摘要:影响外语学习的因素除了客观因素外，还有情感因素。基于克拉申的情感过滤假说，这篇文章旨在研究农村初中英语教学中的情感过滤。文章首先总结了一些关于情感过滤研究的理论依据，然后于新安中学对情感因素，如学习动机、自信心、焦虑和信任度等是否直接影响到学习者的学习行为及学习效果和教师的教学行为及教学效果进行了调查。文章采用了定量分析和定性分析两种方法。定量的研究分析是问卷调查，定性的研究分析是课堂观察。最后，基于一些有关情感过滤的理论依据，结合研究获得的数据进行分析整理，从而发现:(1)由于学生学习动机弱、自信心不足、过度焦虑和信任度低导致了他们的高情感过滤；(2)由于教师的强焦虑和弱的教学动力也引起了他们自身的高情感过滤。文章对此提出怎样减少或消除他们“情感过滤”的策略来提高农村初中英语教学质量。

关键词：情感过滤；农村初中英语教学；策略