The Affective Filter: A Targeted Approach- 1

The Affective Filter: A Targeted Approach- 2
As the population of English Language Learners in American classrooms today rapidly increases, it is vital for educators to understand many of the theories and hypotheses that surround Second Language Acquisition (SLA). One very widely accepted hypothesis is that of the affective filter. A better understanding of the affective filter can assist educators in developing a suitable curriculum with appropriate activities for Second Language Learners.
The affective filter hypothesis was constructed by Stephen Krashen, a wellrespected expert of linguistics focusing on theories of language acquisition and development. Krashen suggested that there were many variables, which could negatively affect second language acquisition if present. The variables that may be present in
English Language Learners may include motivation, attitude, anxiety, communication apprehension, test anxiety, fear of negative evaluation, and self-confidence (Du, 2009).
Andres (2003) lists these variables and also insists that inhibition, directly tied into selfesteem, can raise the affective filter. Krashen (2003) elaborates on the variables of the affective filter:
If the acquirer is anxious, has low self- esteem, does not consider himself or herself to be a potential member of the group that speaks the language... he or she may understand the input, but it will not reach the language acquisition device. A block, the affective filter, will keep it out. (p. 6)

The Affective Filter: A Targeted Approach- 3
Although a high affective filter can be detrimental to a student’s language acquisition and overall success, educators can easily take steps to help their students lower their affective filter. Research has yielded some evidence of certain strategies that students benefit from. A 1993 study by Linda Schinke-Llano and Robert Vicars suggested that there is a direct correlation between a lowered affective filter and negotiated interaction. For the purpose of this case study, one Spanish group, one Italian group, and two French groups were assigned four different types of activities: teacherfronted activities with group response, teacher-fronted activities with individual response, small group problem solving activities, and dyadic activity with two-way information gap questions. Of the four groups, three of the groups overall preferred one of the studentcentered activities over the teacher-fronted activities. Provided that the classroom environment is a positive one, English Language Learners (ELLs) will gain confidence and vital social skills from interaction with their peers, which only accelerates second language acquisition.
Other suggested approaches to supporting a lowered affective filter and supporting second language acquisition include:
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Assessing which variables may exist for a student that could be raising his or her affective filter. o Talk to students and observe their behaviors in whole group, small group, and individually.
 “Analyzing students’ learning motivation, motivate them, and help them possess a positive attitude (Du, 2009).”

The Affective Filter: A Targeted Approach- 4 o Place emphasis on students’ strengths as opposed to their weaknesses.
 “Boosting up students learning confidence and lower their language anxiety (Du, 2009).” o Praise students often when participating in oral language activities.
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Providing several hands-on and other interactive activities. o Music and songs with dances or gestures are tools that are often used to teach concepts. ELLs can pick these up through repetition, giving these students new content and vocabulary.
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Personally working with students on test-taking strategies. o Working with students and expressing expectations allows students to feel more prepared for and confident in their test taking skills.
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Providing ample opportunity for group collaboration and problem solving activities. o Group collaboration allows ELLs to practice communication in a social context while also learning new content.
In conclusion, it is imperative for teachers to take an interest in their students in order to recognize any variables that may be inhibiting Second Language Acquisition, or overall success in their classroom. Educators must also foster a positive learning environment, free of judgment, as well as provide motivation, specialized instruction, ample opportunity for interaction, and plenty of focus on students’ strengths. This type of instruction will in turn benefit every student, not only English Language Learners
(ELLs), making teachers much more effective in their classrooms.

The Affective Filter: A Targeted Approach- 5
References
Andres, Veronica de (2003). The Influence of Affective Variables on EFL/ESL Learning and Teaching. The Journal of the Imagination in Language Learning and
Teaching, vol. 7.
Du, Xiaoyan (2009). The Affective Filter in Second Language Teaching. Asian Social
Science, 5(8), 162-165.
Krashen, S. D. (2003). Explorations in language acquisition and use: The Taipei lectures . Portsmouth, N.H.: Heinemann.
Schinke-Llano, L., & Vicars, R. (1993). The Affective Filter and Negotiated
Interaction: Do Our Language Activities Provide for Both? Modern Language
Journal, 77(3), 325.