Affective Factors and Pedagogical Implications in Young Learners’ English Learning

Abstract

The process of second language learning involves both objective and affective factors. Based on Krashen’s theory on affective filter, the present paper sets Chinese young English learners as a specific object and argues how to use affective factors in second language teaching to improve young learners’ engagement. By analyzing this topic, some useful results and implications have been found and can be used for future teaching by specific groups of teachers.