Study on the Influence Mechanism of Middle School Students’ English Learning from the Perspective of the Affective Filter Hypothesis: Taking the phenomenon of classroom silence as the entry point

Xiaoding Lin

doi:10.54097/w2wx1440

Authors

Xiaoding Lin

DOI:

https://doi.org/10.54097/w2wx1440

Keywords:

Affective Filter Hypothesis, Middle School English, Classroom Silence

Abstract

Based on Krashen’s Affective Filter Hypothesis, this study systematically explores the influence mechanism of affective factors (anxiety, inhibition, lack of motivation, etc.) on language acquisition, using classroom silence in middle school English classes as the entry point. The research finds that classroom silence is a typical manifestation of a high affective filter. Its causes encompass three aspects: students’ psychological defense mechanisms, an imbalanced classroom power structure, and inappropriate teacher questioning design, all of which collectively hinder the absorption of comprehensible input. Accordingly, the study proposes a three-dimensional strategy framework: affective adjustment, power equalization, and pedagogical reconstruction. Specific strategies include building psychologically safe environments, optimizing task design, and transforming teacher-student power relationships. These aim to reduce the intensity of the affective filter, facilitate the transformation of language input into “intake,” and provide a theoretical basis for resolving the dilemma of silence.

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