Abstract
The increasing prominence of English parallels the relentless march of globalization. In China’s high schools, it stands as one of the trio of core subjects, a testament to its pivotal role in today’s interconnected world. Yet, despite its undeniable importance, a subset of students grapple with the challenge of learning English and find themselves ensnared by the hurdles they encounter. Turning to the Affective Filter Hypothesis proposed by Krashen, we recognize that motivation to learn, self-confidence, and anxiety are pivotal elements that profoundly impact language acquisition. These three affective factors act as a filter that can either facilitate or impede language learning. This essay will delve into an analysis of an English struggling learner through the lens of Krashen’s Affective Filter Hypothesis, aiming to unearth insights that may guide high school English teachers in supporting their students who face similar educational barriers. By understanding how affective factors influence language absorption, educators can better tailor their instructional strategies and foster an environment conducive to overcoming the linguistic challenges faced by these learners.
Published Version
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