中文摘要：口语教学是英语教学的重要内容，也是日常交流的重要手段。初中是英语教学的一个重要过渡期，这阶段的口语教学关乎学生更高层次的英语学习。但是在传统的英语教学中，教师往往忽视对学生情感因素的培养，导致学生失去口语学习的动机，积极性不高。本文从初中英语口语教学的策略入手，依据克拉申的情感过滤假说,分别从动机、自信和焦虑感三大方面具体探讨了初中英语教师如何有效地运用情感策略提高口语教学效果。具体策略如下：1、在口语学习动机方面，教师可以通过培养学生的兴趣、创造轻松的交流氛围、采用为“以学生为中心”的教学模式、开展学生感兴趣的口语活动来提高学生口语学习的动机2、在口语学习自信心方面，教师通过多鼓励学生、设计符合学生知识水平且易完成的活动来增加学生口语学习的成就感3、从降低学生焦虑感方面来看，教师通过宽容对待学生口语中的错误、构建和谐的师生关系、给予学生有效的口语学习策略指导、提倡小组合作等应对策略，来改进英语口语教学方法，从而提高课堂效率与效果。

关键词：情感过滤假说；初中英语；口语教学

TABLE OF CONTENTS

中文摘要

ABSTRACT

Chapter One Introduction-1

1.1 Background of the study-1

1.2 Significance of the study-1

1.3 Structure of the thesis-2

Chapter Two Affective Filter Hypothesis-3

2.1 Definition of Affective Filter Hypothesis-3

2.2 Components of Affective Filter Hypothesis-3

2.2.1 Motivation-3

2.2.2 Self-confidence-4

2.2.3 Anxiety-5

2.3 Foreign and domestic studies of Affective Filter Hypothesis-6

Chapter Three Application of Affective Filter Hypothesis to Oral English Teaching in Junior High School-8

3.1 Enhancing students’ motivation for speaking English-8

3.1.1 Developing students’ interest in oral English-8

3.1.2 Creating a relaxing environment to activate classroom-9

3.1.3 Transforming into “student-centered” teaching mode-10

3.1.4 Carrying out activities that students are interested in-11

3.2 Increasing students’ self-confidence in speaking English-11

3.2.1 Using more praise in an oral class-11

3.2.2 Designing oral activities based on students’ level of knowledge-12

3.2.3 Designing relatively easy oral activities to enhance students’ sense of achievement-13

3.3 Reducing students’ anxiety in speaking English-14

3.3.1 Being tolerant of students’ mistakes in oral communication-14

3.3.2 Building a harmonious teacher-student relationship-15

3.3.3 Providing effective guidance for students in communication-16

3.3.4 Promoting cooperative learning in oral English teaching-16

Chapter Four Conclusion-18

REFERENCES-19

ACKNOWLEDGEMENTS-20