Author(s)

Zou Yiting ¹

Affiliation(s)

¹ School of English Studies, Xi'an International Studies University, Xi'an, China

Corresponding Author

Zou Yiting

ABSTRACT

This paper delves into the pivotal role of affective strategies in English language teaching, with a concentration on the critical affective elements: motivation, anxiety, and self-efficacy. It builds upon Krashen's "Affective Filter Hypothesis", which underscores the impact of affective elements on the language acquisition process. Numerous researchers have studied affective elements, about their effects and the interaction between them. Drawing from these studies, this article pays attention to motivation, anxiety and self-confidence, providing explanations and influence they have on foreign language learning. Moreover, the article emphasizes the responsibility of teachers in foreign language teaching. Teachers are suggested to apply affective strategies to better support their students, and the strategies are mainly about arousing students' motivation, reducing their anxiety and increasing their self-efficacy. Ultimately, the integration of these affective strategies should be used as it is crucial for fostering a positive learning atmosphere for students and improving their language learning outcomes.

KEYWORDS

Affective strategies, foreign language teaching, teaching skills

CITE THIS PAPER

Zou Yiting, The Use of Affective Strategies in English Teaching. Applied & Educational Psychology (2024) Vol. 5: 7-11. DOI: http://dx.doi.org/10.23977/appep.2024.050702.

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