Affective Filters In The Language Classroom
Introduction Due to the fact we are studying to become professional teachers of English as a foreign language, we need to be aware of the different factors which influences the process of second language acquisition in students. The aim of this report is to focus on one perspective presented by Stephen Krashen in his Monitor Model (1981, 1982, and 1985) regarding “Affective Filters”. Affect refers to non-linguistic variable such as motivation, self-confidence and anxiety. According to the affective filter hypothesis (Krashen), affect effects acquisition, but not learning, by facilitating or preventing comprehensible input from reaching the language acquisition device. Thus, a correct language instruction can and should work to minimize the …show more content…
Methodology The present report is aided of three papers considering different aspects to moderate affective filters’ levels in students from different sociocultural contexts.
• Paper one “Effects of Humor in the Language Classroom: Humor as a Pedagogical Tool in Theory and Practice” addresses humor as a pedagogical technique in order to create an optimal class environment for acquiring a second language.
• Paper two “Pedagogies Proving Krashen’s Theory of Affective Filter” addresses different techniques to approach an appropriate environment in which affective filters are maintained low.
• Paper three ‘’ The Affective Filter in Second Language Teaching’’ offers a descriptive insight of what affective factors are.
Results The results of these three papers displayed that affective filters could be decreased through different practices which teachers could develop in their second language
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Through our experience as pre-service teachers and students at the same time, most teachers tend to ignore the affective filters in their students, and this is one of the reasons why students are not involved in their English Classes. It seems appropriate to learn how to maintain lower the four factors that influence students and improve the teacher methodologies including techniques to create a convivial environment. Both teachers and students should learn about these external factors to be aware of it as a problem in their learning process and how to address
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