Question

If a language learner is experiencing high anxiety and low self-esteem in the classroom, which of Krashen's hypotheses would be most relevant to explain their slow progress?

• A. A. Input Hypothesis
• B. B. Monitor Hypothesis
• C. C. Affective Filter Hypothesis
• D. D. Natural Order Hypothesis

Answer 1

Answer:

C. C. Affective Filter Hypothesis

Krashen's Second Language Acquisition Theory: Affective Filter Hypothesis

• Stephen Krashen, an American linguist, proposed five main hypotheses within his theory of Second Language Acquisition (SLA) in the 1970s and 1980s.
• These hypotheses explain how individuals acquire a second language naturally and effectively.

The Affective Filter Hypothesis

• This hypothesis states that a learner's emotional state, including their attitudes, motivations, self-confidence, and anxiety levels, acts as a 'filter' that can hinder or facilitate language acquisition.
• A high affective filter (caused by high anxiety, low self-esteem, or lack of motivation) creates a mental block that prevents comprehensible input from reaching the Language Acquisition Device (LAD) in the brain, thus slowing down or stopping language acquisition.
• Conversely, a low affective filter (promoted by a relaxed, positive, and supportive learning environment) allows input to be processed more effectively, leading to faster progress.
• In the given scenario, high anxiety and low self-esteem directly raise the affective filter, making it difficult for the learner to acquire the language, even if they receive sufficient comprehensible input.

Why Other Hypotheses are Less Relevant in this Context:

• The Acquisition-Learning Hypothesis: Distinguishes between unconscious 'acquisition' (naturalistic process) and conscious 'learning' (formal instruction). While relevant to language teaching methods, it doesn't directly explain the impact of emotional states on progress.
• The Monitor Hypothesis: Explains how 'learned' knowledge is used to 'monitor' or correct the output generated by 'acquired' knowledge. It focuses on the role of conscious grammar rules, not emotional barriers.
• The Natural Order Hypothesis: Suggests that language features are acquired in a predictable sequence, regardless of instruction. This hypothesis pertains to the order of acquisition, not the rate or success influenced by affective factors.
• The Input Hypothesis (Comprehensible Input): States that language is acquired by understanding messages slightly beyond one's current level of competence (i+1). While crucial for acquisition, if the affective filter is high, even comprehensible input may not be effectively processed. The Affective Filter acts as a gatekeeper for the Input Hypothesis.

Competitive Exam Facts:

• Krashen's hypotheses are fundamental concepts in Second Language Acquisition (SLA) theories and are frequently tested in English Language Teaching (ELT) and linguistics exams.
• The five main hypotheses are often referred to as Krashen's Five Hypotheses of Second Language Acquisition.
• Understanding the interplay between the Input Hypothesis and the Affective Filter Hypothesis is key: the Affective Filter can block the effectiveness of comprehensible input.
• The concept of 'i+1' in the Input Hypothesis signifies input that is 'a little beyond' the learner's current level.