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What is Affective Filter

Chapter 29
Handbook of Research on Education and Technology in a Changing Society
The Affective filter is a theoretical screen between learners of a second language and the input needed to learn and acquire a second language. If the filter is high, the learner is blocking out input. Conversely, if the filter is lower, more input is received. Learning environments with low levels of anxiety are deemed better for language learning.
Published in Chapter:
Digital Recording Platforms and Integrated Performance Assessments in Second/Foreign Language Learning
Pete Swanson (Georgia State University, USA)
Copyright: © 2014 |Pages: 15
DOI: 10.4018/978-1-4666-6046-5.ch029
Abstract
The teaching and learning of a new language can be daunting for both instructors and learners. Second/foreign language teachers must overcome a multitude of impediments in which to bring students to higher levels of language learning. Research using digital voice recording software indicates that by integrating such technology into the curriculum, there are multiple benefits for both instructors and students. In this chapter, the author discusses the challenges language teachers face and then outlines six free digital voice recorder options that are available to teachers. Afterward, the author advances a series of curricular and procedural considerations for the integration of digital voice recordings in the language-learning classroom before discussing findings from studies focused on the use of digital recordings for educational purposes. The chapter concludes with a discussion of best practices using digital voice recordings for integrated performance assessments and a discussion of new avenues for future research.
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More Results
Chapter 16
Learning English and Teaching Italian: The “Egos” of a Bilingual and Bicultural Soul
The affective filter is a term introduced by Stephen Krashen (19860) to identify a series of ‘affective’ variables that a can affect language acquisition. Tension and fear of embarrassment for example can negatively impact language learning. On the contrary, motivation and feeling relaxed aid the learning process.
Published in Chapter: Learning English and Teaching Italian: The “Egos” of a Bilingual and Bicultural Soul; From: Autoethnographic Perspectives on Multilingual Life Stories
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Chapter 12
Many Hats, One Goal: How Language Teachers Impact Refugee Students Beyond Language Instruction
A term that originates from Krashen (1982) , who described it as affective variables that contribute to second language acquisition. He hypothesized that when emotions such as anxiety, fear, or embarrassment are elevated, i.e., when the affective filter is raised, it becomes difficult for language acquisition to occur.
Published in Chapter: Many Hats, One Goal: How Language Teachers Impact Refugee Students Beyond Language Instruction; From: Handbook of Research on Language Teacher Identity
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Chapter 19
Incorporating Socially-Relevant Teaching Strategies in the Online TESOL Classroom
A metaphor that describes a learner's attitudes that affect the relative success of second language acquisition. Negative feelings, such as lack of motivation, lack of self-confidence and learning anxiety, act as filters that hinder and obstruct language learning (Colorado, 2021 AU42: The in-text citation "Colorado, 2021" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: Incorporating Socially-Relevant Teaching Strategies in the Online TESOL Classroom; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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Chapter 2
Teachers' Code-Switching in Bilingual Primary Education: A Literary Review of its Pedagogical Functions
An imaginary barrier or mental block that prevents learners from acquiring the target language.
Published in Chapter: Teachers' Code-Switching in Bilingual Primary Education: A Literary Review of its Pedagogical Functions; From: Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
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Chapter 16
Development of Language and Identity Through Author's Chair and Draw and Tell in the Context of Storytelling in Early Childhood Classrooms
Krashen (1985) defined the affective filter to illustrate how a student’s attitudes or emotional factors might influence the effectiveness of language acquisition. Language learners who are negatively emotional block language input. Thus, it is necessary to stimulate learners’ positive feelings while teaching language.
Published in Chapter: Development of Language and Identity Through Author's Chair and Draw and Tell in the Context of Storytelling in Early Childhood Classrooms; From: Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development
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