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

机译：情感滤波假设对非英语 - 主要大学生CBI的影响

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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.
机译：基于内容的指令（CBI）和Stephen Krashen的情感过滤假设在第二语言习得和外语教学中起重要作用。本文重点关注CBI和影响中国三峡与长江大学英语学习和英语教学的情感因素，基于CBI和情感滤波器假设。结果表明，1）情绪因素对CBI学习环境中非英语 - 主要大学生的质量产生了危重影响; 2）情绪过滤对非英语 - 主要大学生的影响不同，如CBI的个性，焦虑和态度，这阻止了他们改善了学习英语和专业; 3）对良好的非英语 - 主题学习者和坏非英专业的大学学习者的情感因素不同。他们既有乐观动机，而且良好的非英语 - 主要的大学生表现出比不良非英语 - 主要的大学生在焦虑，人格和态度水平上更好。

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