A Study on Strategies of English Vocabulary Teaching in Primary School from the Perspective of Affective Filter Hypothesis
DOI:
https://doi.org/10.54097/k8yky095Keywords:
Affective Filter Hypothesis, English in Primary School, Vocabulary Teaching, A Study on StrategiesAbstract
Vocabulary is the cornerstone of English learning. Rich vocabulary and high vocabulary application ability play an important role in cultivating students' core competencies in English learning. According to the provisions of the English Curriculum Standard for Compulsory Education (2022 Edition), students in primary school need to learn more vocabulary. Dull and monotonous vocabulary teaching will lead to students' aversion to learning and hinder the absorption of input knowledge. Based on Krashen's Affective Filter Hypothesis, the study proposes vocabulary teaching strategies from four dimensions: teaching objectives, teaching content, teaching methods, and teaching assessment, and combines specific teaching cases to explore the feasibility and effectiveness of applying Affective Filter Hypothesis to English vocabulary teaching in primary school, thereby providing insights into how to play the positive role of emotional factors in English teaching and improve students' English vocabulary competence.
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