The Research On The Impact Of The "affective Filter Hypothesis" On English Writing In Junior High School Students

The purpose of this study is on Krashen’s "Affective Filter Hypothesis" theory,based on the discussion and study motivation,self-confidence and anxiety influence on English writing in junior high school students,further improve the level of junior high school English writing classroom management and teaching.Using the method of study,306 students in seventh,eighth and ninth grades of the NO.Eight Middle School in ZhengZhou were selected as subjects.Through questionnaire and individual interview,statistical analysis and other methods,the motivation,self-confidence and anxiety of the differences between emotional factors influence on junior middle school English writing research,discusses the emotional factors in the process of junior middle school English writing teaching management characteristics and laws,and put forward the solutions for the problems and the way.The research content of this paper has four aspects:1.How are the motivation,confidence and anxiety of junior middle school students English writing.2.The three main factors of the "Affective Filter Hypothesis" are the influence of English writing in junior high school students.3.Analysis on the motivation,confidence and anxiety of junior high school students’ English writing;4.Use emotional factors to improve the English writing level of junior high school students and improve the measures and Suggestions for classroom management.The following results are obtained through data analysis and interview:1.The grade of English writing in junior high school students has a significant correlation with motivation and self-confidence(r=0.139,0.640;p<0.01);There was a negative correlation with the total anxiety score(r=-0.451;p<0.01);Negative correlation with grade(-0.152;p<0.01);Significant gender correlation(0.195;p<0.01):Boys’ writing performance is significantly lower than that of female students(t=-4.023;p<0.001);Writing motivation,confidence and anxiety(excluding anxiety)were not significant(p>0.05);There was a significant difference between grades on motivation and self-confidence,anxiety(emotional anxiety,knowledge reserve anxiety,andconception anxiety)(F=10.015;p<0.001);There was no significant difference between grades on subjective writing motivation,anxiety(class anxiety,writing avoidance,self-confident anxiety)(p>0.05).2.The main factors influencing the junior middle school students English writing motivation is clear goals and learning needs,firm and persistent character,interest and curiosity in learning,learning atmosphere of surrounding environment,from the external factors of teachers and parents;The main factors influencing the junior middle school students English writing the self-confidence is a mood and interest differences,the differences between the learning strategies,successful experience,the external evaluation,such as teachers,students,the differences between the individual knowledge and experience;It is mainly the reserve of writing knowledge and experience,the self-confidence of English writing,the evaluation of teachers and the students,the writing strategy and the attitude of writing.Finally,conclusions were drawn out on the basis of analysis of the results before:1.Junior middle school students have a strong internal motivation for English writing,but lack of writing confidence and writing anxiety of most students are generally lacking;2.Junior middle school students English writing score significantly associated with motivation,self-confidence and anxiety,stimulate students motivation,strengthen their self-confidence and reduce its excessive anxiety to improve junior middle school students English writing achievement;3.Set up on the basis of students’ emotional factors of classroom teaching management idea,creating "psychological freedom" and "psychological security" classroom learning environment,cultivate students’ positive emotional attitude,enhance the effect of classroom teaching junior high school students English writing.