Which hypothesis emphasizes affective factors like motivation and self-esteem as barriers to language acquisition?

Which hypothesis emphasizes affective factors like motivation and self-esteem as barriers to language acquisition?

• A. Affective-filter Hypothesis
• B. Input Hypothesis
• C. Monitor Hypothesis
• D. Poverty of Stimulus

Answer: (A)

This item asks you to identify a theory that points to emotions and attitudes as barriers to learning a language. The Affective-filter Hypothesis says that affective factors—like motivation, anxiety, and self-esteem—act as a mental filter that can block comprehensible input from being processed for acquisition. When the affective filter is high, learners struggle to internalize language because negative emotions or low confidence impede uptake; when the filter is low, input flows more freely and acquisition proceeds more effectively. This focus on emotional and motivational barriers is what makes this hypothesis the best fit for the question. The other options describe different mechanisms. The Input Hypothesis centers on comprehensible input being slightly above the learner’s current level as the driver of acquisition, not on affective states. The Monitor Hypothesis deals with how learners use consciously learned rules to edit speech, rather than how emotions influence learning. Poverty of the Stimulus argues that enough varied linguistic data isn’t available to explain all knowledge of language, again without reference to affective barriers.

This item asks you to identify a theory that points to emotions and attitudes as barriers to learning a language. The Affective-filter Hypothesis says that affective factors—like motivation, anxiety, and self-esteem—act as a mental filter that can block comprehensible input from being processed for acquisition. When the affective filter is high, learners struggle to internalize language because negative emotions or low confidence impede uptake; when the filter is low, input flows more freely and acquisition proceeds more effectively. This focus on emotional and motivational barriers is what makes this hypothesis the best fit for the question.

The other options describe different mechanisms. The Input Hypothesis centers on comprehensible input being slightly above the learner’s current level as the driver of acquisition, not on affective states. The Monitor Hypothesis deals with how learners use consciously learned rules to edit speech, rather than how emotions influence learning. Poverty of the Stimulus argues that enough varied linguistic data isn’t available to explain all knowledge of language, again without reference to affective barriers.