Coursera’s Teach English Now! TESOL certificate course has this section on the Affective Filter. https://www.coursera.org/learn/english-principles/lecture/KnyaC/video-1-language-is-a-stage
Coursera is free through the Torrance and Los Angeles Public Library. https://www.coursera.org/programs/torrance-public-library-s7wth
The Affective Filter is summarized by Collaborative Classroom as the ”theoretical construct in second language acquisition that attempts to explain the emotional variables associated with the success or failure of acquiring a second language. The affective filter is an invisible psychological filter that can either facilitate or hinder language production in a second language.”
Much like an insecure actor on stage, learning a new language creates a heightened sense of self-awareness, where the learner is afraid to make mistakes and can become paralyzed with tension.
Self-awareness can be positive when learners see themselves in a positive light and gain confidence. Self-awareness can be negative due to the student over-thinking what they are doing and saying, and being afraid to make a mistake.
When your affective filter is high, it means you are feeling a lot of emotions: annoyance, anger, frustration, or anxiety.
When your affective filter is low, it means you aren’t as stressed, and the flow of information comes more easily.
The 5 hypotheses of Krashen’s Theory of Second Language Acquisition
https://www.sk.com.br/sk-krash-english.html
Krashen’s theory of second language acquisition consists of five main hypotheses:
- the Acquisition-Learning hypothesis;
- the Monitor hypothesis;
- the Input hypothesis;
- and the Affective Filter hypothesis;
- the Natural Order hypothesis.
Affective Filter
From https://www.sk.com.br/sk-krash-english.html ”The Affective Filter hypothesis embodies Krashen’s view that a number of ‘affective variables’ play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence, anxiety and personality traits.
Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a ‘mental block’ that prevents 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.”
Because of the potential insecurity of students and feeling like a fish out of water, as a teacher you should not correct errors too frequently. Instead, describe language learning mistakes as part of the process and relate your own struggles learning something new.