The document discusses Stephen Krashen's Affective Filter Hypothesis, which proposes that affective variables like motivation, self-confidence and anxiety play a role in second language acquisition. Specifically, it states that learners with high motivation, self-confidence and low anxiety are better equipped for success, while those with low self-confidence and high anxiety experience a "mental block." It concludes that language pedagogy should aim to not only provide comprehensible input but also create a low-anxiety environment to encourage language acquisition.

1. The Affective Filter
Hypothesis
Stephen Krashen

2. At the end of this lesson students will be able to:
• Define Affective Filter Hypothesis.
• Analyze the variables that affect in second
language acquisition.
• Formulate Examples
• Apply what you have learned.
OBJECTIVES:

3. • The term “Affective Filter” originates from Stephen
Krashen, an expert in the field of linguistic, who
described it as a number of affective variables that
contribute to second language acquisition.
• Krashen (1986) cites motivation, self-confidence,
and anxiety in the Affective Filter Hypothesis as
three categories of variables that play a role in
second language acquisition

4. • Affective Filter Hypothesis embodies Krashen’s view that number
of affective variable’s play a facilitative, but non causal role in
second language acquisition.
• The Affective filter can be either ‘high’ or ‘low’, ‘up’
or ‘down’. If a child’s filter is up, they are feeling
pressured, concerned, and distracted by negative
emotions. If the filter is down, we have a relaxed pupil
who is in their element, absorbing information and
being productive.

5. • Learners with a low affective Filter; high motivation and self-
confidence and a low level of anxiety are better equipped for
success in SLA.
• Learners with a high affective Filter; low self-confidence and
high level of anxiety form a mental block. When Filter is high it blocks
language acquisition.
• Affective Filter Hypothesis implies that our pedagogical goals
should not only include supplying comprehensible input, but
also creating a situation that encourage a low filter.

6. Examples in the
Classroom
 NEGATIVE FEELINGS
 POSITIVE THOUGHTS

7. Application for Teaching
• In any aspect of education, it is always important to create a
safe, welcoming environment in which students can learn. In
language education this may be especially important since in
order to take in and produce language, learners need to feel
that they are able to make mistakes and take risks.
• It is important for a teacher to build an environment with
low affective filter where students can be able to participate
without feeling anxious.
• Strengthening students’ confidence and reducing their anxiety.

8. POWERPOINT
PRESENTATION
OF GROUP 5