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Date Posted: 18:13:05 10/18/05 Tue
Author: Aline de Paula Alves
Subject: Final Paper for evaluation :Affective Variables In Second Language Acquisition

Affective Variables In Second Language Acquisition

The second language acquisition process is highly influenced by different variables, which can be easily identified in a classroom environment. Learner’s emotional level towards the learning process can be taken as one of the most important factors regarding the development of the learning process. An essential role is played by motivation, self-confidence and anxiety in one of Krashen’s five hypotheses, the affective filter hypothesis, “a mental block, caused by affective factors ... that prevents input from reaching the language acquisition device” (Krashen, 1985, p.100). Though criticized, “each of Krashen's hypotheses is marked by serious flaws: indefinable or ill-defined terms, unmotivated constructs, lack of empirical content and thus of falsifiability, lack of explanatory power” (Gregg 1984, p.94), Krashen’s theories are valid, therefore, defining the relevance of the affective filter in Second Language Acquisition is necessary due to the influence it proved to have on the results of the learning process.
The affective filter can switch between high or low. The more uncomfortable, anxious and less confident the individual is, the higher the filter gets. High affective filters interfere and even block the language acquisition, thus emotional discomfort may even impede learning from taking place. In general learners who fear making mistakes and the shy ones tend to develop high affective filters.
On the other hand, if the learner builds a good self-image, self-confidence and low level of anxiety, the affective filter tends to get low, leading the individual to be more active, taking more risks, improving then, the learning process as well. It is important to mention that a learner who has developed a high affective filter does not necessarily keep it high. It is possible to alter the level of the filter, likewise, a learner with a low affective level is susceptible to reach a high level. The factors that directly or indirectly influence the affective filter despite the commonest ones, like improper environment, fear of punishment or embarrassment, differ from learner to learner. In other words, the factors that may alter the affective level are strongly intrinsic.
As group conductors it is part of the teacher’s role, to induce and influence the good classroom atmosphere development. ” The effective language teacher is someone who can provide input and help make it comprehensible in a low anxiety situation.” (Krashen, Principles and Practice, p.32). Although teachers attempt to build a comfortable and proper environment for each of the learners, one’s unique personality turns it into a demanding task to be accomplished.
In addition, teachers can count on some effective tools to reach low affective filters, which include minimizing error correction as it generally makes the less mature learners suffer with the correction itself, and also because it may stop the communication process. Another tool would be having pair or group work activities, giving learners the chance of speaking without being watched by the whole class, but only by the partner or group members, what makes some learners feel more comfortable. Providing different kinds of activities based on the classroom’s response to what is being done is a very important attitude in order to avoid learners from being tired or bored with the given tasks. Despite of all items mentioned above, personalization plays the most important role, as it means dealing correctly with learners’ differences and also respecting newcomers’ silent period. An example of the silent period would be someone who is still getting to know the group members and is not comfortable yet for taking any chances, caring then, for special attention throughout the adaptation process.
Although some educators tend to see the affective variables as ordinary factors in the learning process, it is the effort made by learners and teachers to balance the affective level that really influence the second language acquisition. Furthermore, having proper material, capable professionals and modern tools (multimedia) do not provide learners success in the second language acquisition. In fact, all the items listed above would be of little importance if the affective level were high, as the learner would not be keen to acquire what is been taught.

Bibliography

Krashen, Stephen D. 1985. The input hypothesis . London: Longman.

Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.

Krashen, Stephen D. Second Language Acquisition and Second Language Learning. Prentice-Hall International, 1988.

Gregg, K. (1984). Krashen’s monitor and Occam’s razor. Applied Linguistics

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