A Study of the Effects of English Learning Anxiety on the Effectiveness of Language Input from the Perspective of the Affective Filtering Hypothesis

本研究基于Krashen的情感过滤假说，通过问卷调查、语言测试与半结构化访谈对某高校120名非英语专业大学生进行实证研究。数据分析表明：学习者焦虑水平与语言输入效果呈显著负相关(r = −0.45, p Based on Krashen’s affective filtering hypothesis, this study empirically investigated 120 non-English major college students in a university through questionnaires, language tests, and semi-structured interviews. Data analysis showed that learners’ anxiety level was significantly negatively correlated with language input effect (r = −0.45, p < 0.01), and the high anxiety group had 35% lower information retention rate in the listening task and 32% higher detail error rate in the reading task than the control group. The study further revealed that the affective filtering mechanism inhibits language processing efficiency by occupying working memory resources, and the effect is significantly enhanced after the anxiety value exceeds the threshold (3.5/5). Based on this, instructional intervention programs such as building a fault-tolerant classroom environment and implementing metacognitive strategy training were proposed. The study verifies the applicability of the affective filtering hypothesis in the Chinese context and provides a theoretical and practical basis for optimizing English teaching.