Question

Which of the following is a suggested strategy to lower the Affective Filter in language learners?

• A. Strictly enforcing immediate speech production to build confidence.
• B. Creating a competitive and highly evaluative classroom environment.
• C. Encouraging and praising learners to boost their self-esteem and create a comfortable environment.
• D. Focusing exclusively on error correction during spontaneous communication.

Answer 1

Answer:

C. Encouraging and praising learners to boost their self-esteem and create a comfortable environment.

Understanding the Affective Filter Hypothesis

• The Affective Filter Hypothesis is a central component of Stephen Krashen's influential Monitor Model of Second Language Acquisition (SLA).
• It posits that a mental 'filter' or 'barrier' can prevent language learners from fully utilizing the comprehensible input they receive, thereby hindering language acquisition.
• This filter is 'affective' because it is influenced by the learner's emotional state, attitudes, and motivation.

Components of the Affective Filter:

• Anxiety: High levels of anxiety, fear of making mistakes, or apprehension can raise the filter, blocking input.
• Motivation: Low motivation or a lack of interest can also activate the filter, making learners less receptive.
• Self-Confidence / Self-Esteem: Learners with low self-esteem or a lack of confidence in their ability to learn a language are more likely to have a high affective filter.

Strategies to Lower the Affective Filter:

• Encouraging and Praising Learners: Providing positive reinforcement and acknowledging effort significantly boosts a learner's self-esteem and confidence. This directly counters the negative effects of low self-esteem on the filter.
• Creating a Comfortable and Supportive Environment: A classroom where learners feel safe, respected, and not judged for errors reduces anxiety. This fosters a relaxed atmosphere conducive to acquisition.
• Focusing on Communication over Accuracy: Initially, emphasizing fluent communication rather than perfect grammatical accuracy can reduce the fear of making mistakes, thereby lowering anxiety.
• Providing Comprehensible Input: While not directly a filter-lowering strategy, providing input that is slightly beyond the learner's current level (i+1 as per Krashen's Input Hypothesis) is crucial, and a low filter allows this input to be processed effectively.
• Promoting Intrinsic Motivation: Engaging learners with interesting, relevant, and meaningful tasks can increase their intrinsic motivation, making them more open to language input.

Relevance for Competitive Exams:

• Knowledge of Krashen's five hypotheses (Acquisition-Learning, Monitor, Natural Order, Input, Affective Filter) is fundamental for exams in English Language Teaching (ELT) and Linguistics.
• Questions often test the understanding of how emotional factors impact language learning, directly linking to the Affective Filter.
• Being able to identify pedagogical strategies that align with lowering the affective filter is a common application-based question.
• The concept underpins communicative language teaching approaches, which prioritize creating a low-stress, engaging environment.