Affective Filter And Second Language Acquisition

Affective Filter And Second Language AcquisitionAs the number of ELL bookmans increases on campuses crosswise the nation, there is a growing lease for educators to somehow increase their aw atomic number 18ness about the process of due south language learnedness, and different shipway to promote students eruditeness and acquisition of a new language. ELL students usually cognise render and anxiety as they ar very much aw are of their lack of proficiency in side of meat. This often interferes with their learning and acquisition of a new language. In recent years the importance of emotive sink in has become a matter of flip over and extensive research among language teachers, linguists and researchers. The major purpose of this paper is therefore, to address the implications and importance that affective filter has on the language acquisition of especially English Language Learners (ELLs). Overview of Krashens Theory of Language AcquisitionKrashens theory of second language acquisition has had a great impact in the field of education, especially that of acquiring and learning a new language. Based on internal psychological factors, his theory holds that humans retain an innate ability to learn language (Krashen, 1982). harmonize to Krashen, a second language is most conquestfully deliver the goodsd when the conditions are similar to those present in first language acquisition that is, when the focus of instruction is on meaning quite an than on process when the language input is at or just above the proficiency of the learner and when there is sufficient prospect to engage in meaningful use of that language in a relatively anxiety-free surroundings. He emphasized the importance of providing learners with comprehensible input in a risk-free environment. Krashen as well as maintained that low stress situations provide the greatest opportunity for learners to improve their language competency.AFFECTIVE perk AND SECOND nomenclature attainmentKr ashens theory of second language acquisition consists of five interrelated hypotheses which reflect an understanding of both linguistics and of psychology The Acquisition-Learning possible action, the Monitor hypothesis, the Natural Order hypothesis, the stimulant drug Hypothesis, and the Affective Filter Hypothesis. Despite of the significance of all of these hypotheses in language learning and acquisition, this paper prioritizes the last, but also one of the most important hypotheses in the process of language learning and acquisition, the Affective Filter Hypothesis. Rosenthal (1996) put up that although Duley and Burt were among the first to refer to the relationship between the affective delimiters and L2 acquisition, it was Krashen who championed the connection.In Krashens work, the affective filter hypothesis explains the role of affective factors in the process of language acquisition (2003). It suggests that stirred variables can hinder comprehensible input from reachin g the part of the brain amenable for acquiring language. Krashen (1981) postulated that an affective filter exists that can increase or decrease the intake of the comprehensible input. He found that a high level of stress and anxiety creates a filter that impedes learning, blocks the intake, and reduces L2 acquisition. When the filter is up, input cant reach those parts of the brain where acquisition occurs. Many language learners realize that the reason they have trouble is because they are nervous or embarrassed and simply cant concentrate. In some other words, the input is filtered out. Krashen also concluded that a low affective filter on the other side facilitates learning and promotes second language acquisition.The Affective Filter hypothesis embodies Krashens view that a number of affective variables undertake a facilitative, but non-causal, role in second language acquisition (2003). TheseAFFECTIVE FILTER AND SECOND expression ACQUISITIONvariables accommodate motive, self-confidence and anxiety. harmonize to him, it is easier for a learner to acquire a language when he/she is not tense, angry, anxious, and bored. Krashen claimed that learners with high need, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-assertion, and debilitating anxiety can combine to raise the affective filter and form a mental block that pr even upts comprehensible input from being used for acquisition. In other words, when the filter is up it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place. Therefore, educators need to provide an environment that reduces stress and anxiety and also increases the ELL students motivation and self-esteem. This, according to Krashen, provides opportunities for language acquisition to occur more efficiently and quickly among the learners (2003).The Motivation VariableA number of studies conducted in the field of ESL learning give that motivation is crucial to successful ESL learning (Andres, 2003). Within a school system the amount of motivation that children bring into the clear uproom with them is highly variable. It depends both on age and on family background factors. In-school factors also perform for motivation. Crookes and Schmidt (1991) argued that innate motivation, the one that stems from the interest in the activity itself independent from alien reward, should be prospered in the classroom. According to them, teachers can foster intrinsic motivation by posing reasonable challenging tasks to students, basing them on the perceptions of learners needs and providing for plenty of variety in classroom activities.AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITIONConversely, Fontana (1988) argued that there are occasions when students intrinsic motivation is insufficient and recourse has to be make to motivation of a n extrinsic tangible nature. Thus, it seems that balance should be kept between both stances, understanding that extrinsic motivation may be valid, useful and even necessary, but if overused, in the long run it can be detrimental to students autonomy.Teachers own behaviour can either positively or negatively influence the learners desire and giveingness to learn and continue learning the language. Based on his instructional design model for motivation, Keller (1979) suggested four different ways to help teachers increase the motivation of all students, especially of ELL learners stimulating interest in the topic creating relevance to students lives developing an expectancy of success, and producing satisfaction in the outcome through intrinsic/extrinsic rewards. Clearly defined tasks, which are both interesting and sufficiently challenging, are also of the utmost importance. Furthermore, concerning course of study and instruction, the importance of authentic, communicative tasks and assignments cannot be emphasized fair to middling. look into by Oxford and Shearin (1996) also supports the critical role of educators in enhancing the motivation of ELL students. According to them, teachers can help shape students beliefs about success and failure in L2 learning. They found that teachers can help students improve motivation by showing that L2 learning can be an exciting mental challenge, a career enhancer, a fomite to cultural awareness and friendship, and a key to world peace. In appendix, teachers can make the L2 classroom a welcoming, positive place where psychological needs are met and where language anxiety is kept to a minimum. Most importantly, educators can urgeAFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITIONstudents to develop their own intrinsic rewards through positive self-talk, guided self-evaluation, and mastery of specific goals, rather than comparison with other students. Teachers can thus promote a sense of greater self-efficacy, increase mot ivation to continue learning a new language and master the academic content as well.In the ELL classroom is vitally important that the curriculum and instructional strategies used are comprehensible. If language learners cannot comprehend the language input they receive, often they will become frustrated and check-out, no longer putting causal agency into the language learning process. This frustration, if not addressed early on, becomes overwhelming and discouraging to students and, as Duff (2001) reports, frustration and failure may lead to higher than second-rate drop-out rates among immigrant students in high school, especially those whose home-country education or L1 literacy skills are limited (p.105). Therefore, teachers must make a concerted effort during instruction to correspond that language input is comprehensible to ELLs. This certainly increases their motivation to learn the new language and also the academic content. Helpful suggestions for making input comprehensi ble include pre-teaching vocabulary, providing study guides, and graphic organizers etc. With these tools, teachers provide students with the scaffolding necessary to motivate, and challenge students, but not frustrate them to the point of overwhelming or discouraging.In addition to providing students with comprehensible input, teachers must provide students with opportunities to experience success. In order for students to be motivated in continuing the language learning process, they must have enough self-efficacy, or confidence, to know that they are capable. One way to help meet this affective need in students throughAFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITIONcurriculum and instruction is by planning activities in which students can experience success. Asstudents forceively use learning strategies there is a stiff association with the individuals self-efficacy (Zimmerman, 1990). Although these activities may not be necessarily easy, they must be tasks that students have t ools and resources to complete with a sense of accomplishment. In addition to these oddballs of tasks, students also experience success when they have choices over texts, activities, small separateing, topics, etc (Townsend and Fu, 2001). As students experience academic success and connections to their own knowledge and abilities, their self-efficacy and motivation to learn increases. With this affective need met, students are validated and more willing to take on new challenges in the language learning process.Ellis (1994) acknowledged McNamaras views that communication itself is also an important motivation learners acquire motivation from the need to express themselves and from the pleasure that they feel when they achieve this (p.516). Consequently, classes that provide opportunities for communication are going to have a more positive effect than those that do not. Interest increases as the learners are made responsible for their learning activities especially during interact ive, flexible cooperative activities. Research supports two important claims regarding cooperative group work, particularly in the ELL classroom. First, electric razority students academic achievement increases with the use of cooperative learning activities (Aronson Gonzalez, 1998). Second, regarding the social and emotional needs of the learner, cooperative learning increases self-esteem and student motivation Slavin, 1985) and helps them develop empathy (Aronson Bridgemen, 1979). Cummins (1986) and Holt (1993) also emphasized the role of cooperative learning in maximizing the acquisition of English, its comprehensible input, and empowering students to use the language, hear it, andAFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITIONmodel it for each other in a non-threatening environment.According to Stewart (2010), positive feedback, praise, and a sense of belonging can alsobe empowering for students who lack confidence in the subject matter. By giving them such feedback, ELL stu dents may be motivated to put forth more effort, which will produce a higher quality of work, greater self-confidence, greater learning and then even more deserved positive feedback in a invariable loop. Last but not least, another factor that triggers the motivation of ELL students is the aspect of fun. Lin (2008) demonstrates the importance of fun in the classroom to lower the affective filter in her study with Taiwanese English as a Foreign Language students. She describes these activities as joyful and motivation-stirring and relaxing pedagogies (p. 126). Perhaps one of the most effective ways to lower the affective filter is to embrace the fun that I believe is inherent in second language learning.The Self-confidence variableThe affective and emotional needs of students are deeply personal and influence language learning and academic achievement. The second variable that affects the affective filter and influences the process of language acquisition is self-confidence. Without some belief in oneself and ones abilities, it is easy to become anxious, frustrated, and discouraged. Work by Brown (1977) and Krashen (1981) reveals that traits related to self-confidence such as lack of anxiety, outgoing personality, and self-esteem are predictive of second language learning. The more confidence a student has about his abilities, the easier it is to participate in language learning activities, eventually lead to further language learning success. Conversely, when students lack self-confidence they tend to become overly anxious. This can have detrimental affects onlanguage learning success as described by Gopaul-McNicol and Thomas-Presswood (1998)AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITIONA high anxiety level interferes with learning a second language because it not only impairs memory but it also decreases the learners willingness to take risks and practice the newlanguage (p. 68). In addition, as anxiety increases frustration security deposit decreases thi s causes students to become much more susceptible to giving up or quitting.It is very critical that students have a positive attitude towards themselves in the form of self-confidence/esteem, as previously discussed. This is an important affective need for all students, but particularly so for ELLs whose cultural identity is changing (Canadian Teachers Federation, 1989). While ELLs themselves need to have positive attitudes toward themselves, their culture, and second language, they also need to experience a positive social environment, which promotes acceptance, a sense of belonging, and community.According to Kristmanson (2003), it is very important for teachers to support and support students at all times, but especially when they are struggling or lacking confidence in certain areas, such as harangue a new language. For example, demonstrating interest and involvement in the children, getting to know them, their lives, their families, and capitalizing on the rich cultural knowl edge and experiences their students bring to classroom increases their overall self-esteem and makes learning more meaningful. Finally, creating an atmosphere in which students are not afraid to make mistakes and are encouraged to take risks promotes their self-confidence. Lastly, praise also helps teachers build students confidence. misgiving VariableKrashen (1981) states that low anxiety relates to success in second language acquisition (p. 56). ELL students are often very nervous about their first class in English. Everything isnew to them the language, the building, the classroom, the culture of the classroom. Therefore,AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITIONit is very important to establish a welcoming classroom environment and thoroughly explainprocedures and assignments to lower students anxiety levels. Avoiding tension-causing strategies such as surprise quizzes, overly competitive activities, putting students in front of their peers with no warning or chance for p reparation, and correcting errors in a negative, accusatory fashion reduces the tension, nervousness, and affective filter of ELL students.Anxiety should be of a low level, and should be attached to the need to communicate, rather than to personality factors, or the fear of appearing ridiculous. Error correction must also be constructive and tailored to students individual needs. Examples of ways to gently and in effect correct students errors include reflecting their statements back to them, extending, and elaborating on statements. It is also important that error correction focus on mistakes that impede communication (global errors), rather than more minor grammatical errors (local errors). Recognizing the ELL students language proficiencies, differentiating instruction, materials, and assessment tools to meet their diverse needs certainly promotes language acquisition in a positive low- affective filter classroom.In conclusion, Krashens insistence on the importance of providing E LL learners with comprehensible input in a risk-free environment sends an important message to all teachers. As educators, we can make a significant difference in motivation, in anxiety levels and in the self image of our students. It is indeed our responsibility to establish a classroom environment thatpromotes camaraderie, makes every member feel welcome, wanted, validated and mostimportantly promotes their chances of acquiring and learning a new language in a positive, low-stress environment. This particular type of environment will certainly reduce our students affective filter, inspire them to learn the new language, and be successful in school.AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION