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Date Posted: 06:24:25 10/16/05 Sun
Author: Aline de Paula Alves
Subject: Final Draft: Affective Variables In Second Language Acquisition

Affective Variables In Second Language Acquisition


The second language acquisition process is highly influenced by some variables easily noticeable in a classroom environment. 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 highly 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 and the relevance of the affective filter in Second Language Acquisition is tremendously important due to the influence it has on the results of the learning process as a whole.

Learner’s emotional and motivational level towards the learning process should be balanced, that is, the more uncomfortable, anxious and less confident the individual is, the higher the filter gets. High affective filters can interfere and even block the language acquisition, in other words, emotional discomfort may impede learning from taking place.

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 and to take more risks. Learner’s participating fearlessly in the class is a great example of low affective filter.

It is part of the teacher’s role, as group conductors, 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, one’s unique personality turns it into a demanding task to be accomplished. In order to keep the affective filter low teachers can count on some effective tools, which include minimizing error correction, having pair or group work activities, providing different kinds of tasks, personalization and also respect newcomers "silent period".

The act of minimizing error correction concerns the reduction of over correcting learners, mainly when they are trying to communicate. Teachers should be patient in order to choose the right moment for corrections and not forget to compliment the learners’ risk taking.

Pair or group work activities gives the learners the chance of speaking without being watched by the whole class, but only by the partner or the group members, what makes some learners feel more comfortable.
Different tasks or activities implies that teachers should always pay attention to class response, being ready to change from one activity to another if it is demotivating.

Personalization is about respecting and dealing correctly with learners’ differences. The newcomers “silent period” is also about personalization, as someone who is not part of the group yet cares for special attention.

Affective variables tend to be seen as common and ordinary factors in a classroom environment. Nevertheless, 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.

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