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1·The Affective Filter Hypothesis and Russian language teaching.

情感过滤假设与俄语教学。

2·The affective filter hypothesis concerns learners motivation, self-confidence, or anxiety state.

情感过滤假释涉及的是学习者的动机、自信心和焦虑水平。

3·The content includes the analyses of the affective filter hypothesis, attitudes, extroversion and introversion as well as anxiety.

其内容包括对情感过滤假设、态度、外向与内向性格及焦虑的分析。

4·Moreover, plenty of effective language input is a contributing factor for language acquisition, while the affective filter is a limiting factor for language acquisition.

另外大量有效的语言输入是习得语言的促进因素，情感过滤则是习得语言的限制因素。

5·He believes that people acquire a language once the 'comprehensible input' penetrates the affective filter and reaches the learner's innate language Acquisition Device (LAD).

他认为只有当可理解输入通过情感过滤进入学习者的语言习得机制时，人们才能习得这种语言。

6·Therefore, how to reduce the affective filter, enhance learners' learning motivation, improve their confidences, and reduce their learning anxiety has become the focus of the study.

因此，如何降低情感过滤，增强学习者学习动机，提高自信心和减少学习焦虑就成为了研究的重点。

7·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.

情感过滤假设认为我们的教学目标不仅要提供可理解的语言输入，而且要创造低情感过滤的学习环境。

8·The Monitor Model, especially its comprehensible input hypothesisand affective filter hypothesis, is very helpful in our foreign language teaching and second language acquisition.

该模式，尤其是其中的“可理解性输入假设”和“情感过滤假设”，对于我们外语教学和第二语言习得大有帮助。

9·Trust is also an affective factor which works directly on the thickness of the filter, so it should be regarded as the forth important factor in addition to motivation, confidence and anxiety.

信任度也是一种情感因素，并直接影响过滤网的厚度，应被视为除动机、自信、焦虑外的第四种重要因素。