对我来说，我们在这节课中引入的最有趣的假设是情感过滤假说。这是一种观点，情感变量可以起到作用，阻止人们学习一门语言。这些包括动机、自信和焦虑。情感过滤器越低，学生获得的语言就越多。这表明，一个自信心低的孩子可能不会像一个自信的孩子那样轻易地学会一门语言。根据国家统计局儿童和青少年心理健康调查(2004)，2.2%或大约96,000名儿童患有焦虑症。这表明，最有可能的是，老师们将面临着一个挑战，那就是努力教一门语言，而不是像班上的其他孩子那样容易地获得它。然而，Krashen声称，孩子们没有像成人一样的情感过滤器，但也经历了与情感过滤器相关的差异。一种情感过滤器只用于语言习得的个体变异，它不能适用于所有的儿童。不仅如此，我们还研究了我们的归属感——一种归属感(2009年)，它强调了提高一些学生学习的重要性。不仅如此，这份文件让我意识到移民的转变，尤其是2004年以来。由于更方便的交通和更便宜的旅行，前往苏格兰的移民数量急剧增加。许多移民到苏格兰的人都带着年幼的孩子，这些孩子必须被纳入学校教育体系。这一数字在文件中强调了教师对新到来的孩子的重要性，并确保他们能够进入课程。作为一名初级教师，这对我来说是极其重要的，因为孩子们必须能够接触到课程以学习和成功。
英国爱丁堡论文代写:情感过滤假说
For me, the most interesting hypothesis that we were introduced to in this lecture was The Affective Filter Hypothesis. This is the idea that emotional variables can have an effect and prevent someone from learning a language. These include motivation, self-confidence, and anxiety. The lower the affective filter, the more language the student will acquire. This shows that a child with low self-confidence may not pick up a language as easily as a child with high self-confidence. According to the ONS Child and Adolescent Mental Health Survey (2004), 2.2% or about 96,000 children have an anxiety disorder. This shows that most likely, teachers will be faced with the challenge of trying to teach a language to a child who cannot acquire it as easily as the other children in the class. However, Krashen claims[A3] that children do not have the same affective filter as adults but also experience differences related to the affective filters. An affective filter only accounts for individual variation in language acquisition, it cannot be applied to all children.As well as this, we also looked at the Count Us In - A Sense of Belonging (2009) which highlighted the importance of improving the learning of some pupils. As well as this, the document made me aware of the shift in patters of migration, especially since 2004. Due to easier access and cheaper travel, the number of immigrants coming to Scotland has increased dramatically. Many of those immigrating to Scotland bring with them young children who have to be put into the schooling system. This Count Us In document emphasises the importance of teachers in supporting newly-arrived children and ensuring that they can access the curriculum. As a trainee primary teacher, this is extremely important to me as children must be able to access the curriculum in order to learn and succeed.
