Effect of the Affective Filter Hypothesis on CBI to Non-English-Majored College Students

DOI

10.2991/icassr-15.2016.39How to use a DOI?

Keywords

Affective Filter Hypothesis; CBI; College Students

Abstract

Content-based instruction (CBI) and Stephen Krashen's affective filter hypothesis play important roles in second language acquisition and foreign language teaching. This paper focuses on CBI and the affective factors which influence the English learning and English teaching of college students from China Three Gorges and Yangtze University based on CBI and affective filter hypothesis. Results showed that 1) emotional factors had a critical effect on the quality of Non-English-majored college students in CBI learning environment; 2) There were different impact of emotional filter on Non-English-majored college students such as personality, anxiety and attitude in CBI, which prevent them from improving learning English and majors; 3)It was differently affected by emotional factors to the good non-English-majored college learners and the bad non-English-majored college learners. They were both instrumental motivation, but the good non-English-majored college studentrs showed better than the bad non-English-majored college students at the anxiety, personality and attitude levels.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - You-gen Lou
PY  - 2016/08
DA  - 2016/08
TI  - Effect of the Affective Filter Hypothesis on CBI to Non-English-Majored College Students
BT  - Proceedings of the 3d International Conference on Applied Social Science Research
PB  - Atlantis Press
SP  - 136
EP  - 138
SN  - 1951-6851
UR  - https://doi.org/10.2991/icassr-15.2016.39
DO  - 10.2991/icassr-15.2016.39
ID  - Lou2016/08
ER  -