Chapter One Introduction
阅读理解是一个不可缺少的一部分，在中国今天的高考（CEE）。如果没有有效的阅读技能，学生就会觉得很难在阅读理解测试，以获得高点。即使学生能讲英语但仍然觉得不是那么容易能通过的阅读理解测试。但是，它占的比例最大，东欧地区的总点数。因此，教师都在努力找到最好的方式来提高学生的阅读能力。本章介绍组成的背景，英语论文，英语毕业论文，目的和意义的探讨，以及布局的论文。Reading comprehension is an indispensable part of today's College EntranceExamination (CEE) in China. Without effective reading skills, students will feel hard toget high points in reading comprehension test. Even the students who can speak Englishfruently still find reading comprehension test not so easy. However, it accounts for thelargest ratio in the total points of CEE. Therefore, teachers are working hard to find thebest way to improve students' reading ability.This chapter is the introduction which consists of the background, purpose, andsignificance of the research as well as the layout of the dissertation.
1.1 Background of the Present Study
第二语言习得探讨开始后不久，从美国南加州大学教授Krashen的（1981.1982:32.1985:12）把搜索纳入其监测（五假说语言习得）理论和情感过滤假说两个方面提出指示情感因素之间的联系和语言输入过程。从70年代末到80年代初，最有作用力的理论是Krashen的监控理论探讨领域的SLA。克拉申的监控理论提出的最有作用力的输入假说模型从不同的方面，如语言（收购/学习假说）代，的发生语言习得（监督假说），学生们的语言（自然顺序假说），外部的语言收购因素（语言输入假说）和学习者的个体异同（情感过滤假说）等。Krashen的情感过滤假说提供了独特的解释为第二语言习得过程中，产生了深远作用强奎第二语言教学。从70年代末，在SLA探讨领域，它成为当时最有作用的理论。Shortly after the study of the second language acquisition (SLA) started, ProfessorKrashen (1981.1982:32.1985:12) from the University of Southern California took theresearches into its monitoring theory (five hypotheses of language acquisition) and putforward Affective Filter Hypothesis to indicate the relationship between the affectivefactors and language input process. From the end of 1970s to the beginning of 1980s,the most influential theory was Krashen's Monitoring Theory in the research field ofSLA.Krashen's Monitoring Theory presented the most influential input hypothesis modelfrom different aspects such as the generation of language (acquisition/learninghypothesis), the occurrence of language acquisition (Monitoring Hypothesis), thestudents' language (Natural Order Hypothesis), language acquisition of external factors(Language Input Hypothesis) and learners' individual differences (Affective FilterHypothesis) and so on. Krashen's Affective Filter Hypothesis provided the uniqueinterpretation for the second language acquisition process and had a profound impact onthe second language teaching. It became the most influential theory in SLA researchfield from the end of 1970s.
Affective Filter Hypothesis put the affective factors into the consideration of thelanguage acquisition, which had a far reaching influence on English teaching. It wasalso a challenge to language teaching and the theory study which had ignored the affective factors for quite a long time. Krashen's Effective Filter Hypothesisstrengthened the students' psychological research, adjusted the students' affectivefiltering and made full use of students' non-intelligence factors, such as the learningmotivation, confidence, the psychological space and low anxiety learning atmosphere.With the aid of the power of these factors, the second language acquisition and foreignlanguage teaching would be promoted. These were the most valuable teachingenlightenments that the researchers gained from the Affective Filter Hypothesis.However, because of the changeability and individuality of affective state, peoplefeel not easy to study it thoroughly and systematically in the second languageacquisition (Ellis, 1994). From the present study, it could be known that
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