英语教学法原著选读24 二语习得情感过滤假说

本篇为克拉申《第二语言习得的原则与实践(Principles and Practice in SLA）》第二章“第二语言习得理论”A节“有关第二语言习得的五个假说”的第五个假说，武太白翻译。为方便对照，中英文分段放在一起。

------------------------



------------------------

The Affective Filter hypothesis states how affective factors relate to the second language acquisition process. The concept of an Affective Filter was proposed by Dulay and Burt (1977), and is consistent with the theoretical work done in the area of affective variables and second language acquisition, as well as the hypotheses previously covered in this chapter.
“情感过滤”假说指明了情感过滤值与二语习得过程间的关系。情感过滤这一概念是杜雷和伯特1977年提出的，与二语习得和情感变量领域所作的理论工作以及本章此前所述各种假说也相一致。

Research over the last decade has confirmed that a variety of affective variables relate to success in second language acquisition (reviewed in Krashen, 1981). Most of those studied can be placed into one of these three categories:
过去十年来的研究也确证了成功二语习得相关的多种情感变量（克拉申1981有综述）。研究过的情感变量大多可以分为如下三类：

(1) Motivation. Performers with high motivation generally do better in second language acquisition (usually, but not always, "integrative").
(2) Self-confidence. Performers with self-confidence and a good self-image tend to do better in second language acquisition.
(3) Anxiety. Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom anxiety.
（1）学习动力。动力较强的表现者在二语习得中通常表现更佳（通常，但并不总是“整合性的”）。
（2）自信。具备自信、自我认知良好的表现者一般在二语习得中表现更佳。
（3）焦虑。低焦虑水平对二语习得有益，不论是个体值还是课堂整体值。

In several places I have hypothesized that these attitudinal factors relate directly to acquisition and not learning, since they tend to show stronger relationships to second language achievement when communicative-type tests are used, tests that tap the acquired rather than the learned system, and when the students taking the test have used the language in "acquisition-rich" situations, situations where comprehensible input was plentiful.
我已在多处提出，这些情感态度因素与习得直接相关，而非与学得相关，因为这些因素在沟通类型的测试中表现出与二语学习成就的较强关联，这种测试更多地要求习得的能力，而非学得。参与测试的学生如果在“富习得”情境下——可理解输入丰富的情境——运用语言，那么参与测试时这些情感态度因素就会显示出与二语学习成就的较强关联。

The Affective Filter hypothesis captures the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters. Those whose attitudes are not optimal for second language acquisition will not only tend to seek less input, but they will also have a high or strong Affective Filter--even if they understand the message, the input will not reach the part of the brain responsible for language acquisition, or the language acquisition device. Those with attitudes more conducive to second language acquisition will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike "deeper" (Stevick, 1976).
情感过滤假说抓住了情感变量和二语习得过程间的关系，指出习得者在情感过滤的力度与水平上各有不同。那些对二语习得的情感态度欠佳的习得者不但欠缺寻求更多输入的努力，而且即便他们理解所传达的信息，其情感过滤值也偏高、过强，输入不会到达大脑负责语言习得的部分——语言习得机制。那些对二语习得态度更积极的习得者则不但寻求并获得更多的输入，而且过滤值也较低或偏弱。他们对输入更加开放，输入的影响也“更深”（斯蒂威克，1976）。

The Affective Filter hypothesis, represented in Fig. 2.2, claims that the effect of affect is "outside" the language acquisition device proper. It still maintains that input is the primary causative variable in second language acquisition, affective variables acting to impede or facilitate the delivery of input to the language acquisition device.
如图2.2所示，情感过滤假说指出情感态度因素的作用是“独立于”语言习得机制本身之外的。该假说仍然认为输入是二语习得中的主要动因，而情感态度变量的作用则是阻碍或促进输入对语言习得机制起作用。

The filter hypothesis explains why it is possible for an acquirer to obtain a great deal of comprehensible input, and yet stop short (and sometimes well short) of the native speaker level (or "fossilize"; Selinker, 1972). When this occurs, it is due to the affective filter.
情感过滤假说解释了为什么习得者有可能获得了大量的可理解输入，却仍不能（有时是远不能）达到母语者水平（或者说“内化”，赛灵柯尔，1972）。这种情况的出现就是情感过滤的原因。

Fig 2.2. Operation of the "affective filter".
表2.2 “情感过滤”的运转过程

The "affective filter", posited by Dulay and Burt (1977), acts to prevent input from being used for language acquisition. Acquirers with optimal attitudes (see text) are hypothesized to have "low" affective filters. Classrooms that encourage low filters are those that promote low anxiety among students, that keep students "off the defensive" (Stevick, 1976).
杜雷和伯特（1977）提出的“情感过滤”，作用是阻碍输入用于语言习得。根据该假说，具备理想态度的习得者（见上文）情感过滤值较低。能够降低过滤值的教学会舒缓学生的焦虑情绪，使学生“缓解抗拒情绪”（斯蒂威克，1976）。

This picture does not diminish, in any way, the importance of affective variables in pedagogy. The Affective Filter hypothesis implies that our pedagogical goals should not only include supplying comprehensible input, but also creating a situation that encourages a low filter. As discussed in Chapter V, several methods focus on just this (e.g. Counseling-Learning and Suggestopedia).
不过，这幅图并没有从任何角度削弱情感变量在教学法中的重要性。情感过滤假说意味着我们的教学目标应该不但要包括提供可理解输入，还要创造能够降低情感过滤值的教学环境。第5章中将谈到，有好几种方法的焦点就在于此（如咨询教学法、暗示法等）。

The input hypothesis and the concept of the Affective Filter define the language teacher in a new way. The effective language teacher is someone who can provide input and help make it comprehensible in a low anxiety situation. Of course, many teachers have felt this way about their task for years, at least until they were told otherwise by the experts!
输入假说和情感过滤的概念对语言教师的定义进行了重整。高效的语言教师是这样一个人，他提供输入，并使其在低焦虑环境下可以理解。当然，多年以来许多教师对他们的任务就是这么看的，至少在专家告诉他们不是这样之前是这么看！