Question

How does Krashen describe the 'Affective Filter'?

• A. A cognitive mechanism for consciously applying learned grammar rules.
• B. A mental barrier that can either block or allow language learning based on a learner's emotional state.
• C. The process by which learners naturally acquire language without explicit instruction.
• D. A strategy for teachers to provide input slightly above the learner's current level.

Answer 1

Answer:

B. A mental barrier that can either block or allow language learning based on a learner's emotional state.

Krashen's Affective Filter Hypothesis

• The Affective Filter Hypothesis is one of Stephen Krashen's five main hypotheses of Second Language Acquisition (SLA), primarily developed in the 1970s and 1980s.
• It describes a mental barrier or psychological block that can either impede or facilitate language acquisition, depending on the learner's emotional state.
• This filter acts as a kind of monitor that screens input before it reaches the language acquisition device (LAD) in the brain.
• When the affective filter is high, learners are more anxious, self-conscious, or unmotivated, which creates a barrier preventing comprehensible input from being processed effectively. This means that even if the input is comprehensible, it won't be acquired if the filter is up.
• Conversely, a low affective filter occurs when learners are relaxed, confident, and motivated, allowing them to absorb language input more readily and efficiently.
• Key emotional states that contribute to the affective filter include:
  • Motivation: The learner's desire to learn the language.
  • Self-confidence: The belief in one's ability to succeed in language learning.
  • Anxiety: Feelings of apprehension or fear related to language use or learning.
• The Affective Filter Hypothesis is closely linked to Krashen's Input Hypothesis (i+1), as it explains why learners might fail to acquire language even when exposed to comprehensible input. A high filter blocks the intake of 'i+1' input.
• For language teaching, the implication is that educators should strive to create a low-anxiety, supportive, and motivating classroom environment to minimize the affective filter and maximize language acquisition.
• This hypothesis emphasizes the importance of affective variables (emotions and attitudes) in second language learning, highlighting that effective learning is not just cognitive but also emotional.