Empirical research demonstrates improved teaching outcomes in senior high school English, suggesting new strategies from the affective filter hypothesis.
The purpose of this study is to explore the application and innovative practice of the Affective Filter Hypothesis in senior high school English teaching to enhance teaching effectiveness. By clarifying the core principles of the Affective Filter Hypothesis, analyzing the relationship between affective factors and teaching outcomes, and integrating the actual situation of senior high school English teaching in our country, targeted teaching strategies are proposed. The study employs empirical research methods to verify the effectiveness of the proposed strategies. The results indicate that the Affective Filter Hypothesis provides a new perspective and practical path for the innovation of senior high school English teaching, contributing to the improvement of teaching outcomes and the comprehensive development of students' language abilities. The research expands the application domain of the Affective Filter Hypothesis in foreign language teaching and offers valuable references and insights for senior high school English teaching in our country.
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Xiafeng Peng (2025) studied this question.
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