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This session explores the impact of the Affective Filter Hypothesis on second language acquisition. It contrasts effective and ineffective language teaching methods, examining factors such as motivation, self-confidence, and anxiety. The relationship between learner emotions and input reception is emphasized: a high affective filter may block comprehension, while a low filter allows for more effective learning. The Input Hypothesis is discussed, highlighting the significance of providing comprehensible input (i+1) to facilitate language development. This session aims to empower educators with strategies to lower students' affective filters.
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A ineffective Language Teacher A Effective Language Teacher 5. The Affective Filter Hypothesis A great deal of comprehensive input A great deal of comprehensive input Low motivation High Motivation Lack of Self Confidence Full of Self Confidence High Anxiety Low Anxiety High language learning filter Student’s WALL goes up Most input is blocked in the process Lower language learning filter Student’s WALL goes down More input passes the filter Lower performance In second language acquisition Higher performance In second language acquisition
THE INPUT HYPOTHESIS Acquires a second language i + …….. i+1= a little beyond your level i = current level Input Comprehensible input i+5 i + 1 i = current level Input Problematical CI Amy, Cherry, Lillian, Michelle
