Which hypothesis states that stressors like low self-esteem, poor motivation, and anxiety can inhibit language acquisition?

Which hypothesis states that stressors like low self-esteem, poor motivation, and anxiety can inhibit language acquisition?

• A. Affective-filter hypothesis
• B. Self-motivation
• C. Learning theories
• D. Think-pair-share

Answer: (A)

The affective-filter hypothesis explains how emotions shape language learning by acting as a gatekeeper for language input. When a learner feels anxious, has low self-esteem, or lacks motivation, the affective filter rises and blocks or reduces the intake of new language. In contrast, a supportive, low-pressure classroom lowers this filter, making input more comprehensible and increasing the likelihood that it will be processed and internalized. Think of it this way: reducing fear of making mistakes, giving encouraging feedback, and creating meaningful, low-stress opportunities to use the language help learners notice and absorb new structures and vocabulary more effectively. Other terms don’t describe this specific mechanism. Self-motivation is an important factor for learning in general, but it isn’t a formal hypothesis about how emotional states gate language intake. Learning theories cover broad ideas about how learning happens, not this particular gatekeeping effect. Think-pair-share is a collaborative activity, not a theory about how emotions influence language acquisition.

The affective-filter hypothesis explains how emotions shape language learning by acting as a gatekeeper for language input. When a learner feels anxious, has low self-esteem, or lacks motivation, the affective filter rises and blocks or reduces the intake of new language. In contrast, a supportive, low-pressure classroom lowers this filter, making input more comprehensible and increasing the likelihood that it will be processed and internalized.

Think of it this way: reducing fear of making mistakes, giving encouraging feedback, and creating meaningful, low-stress opportunities to use the language help learners notice and absorb new structures and vocabulary more effectively.

Other terms don’t describe this specific mechanism. Self-motivation is an important factor for learning in general, but it isn’t a formal hypothesis about how emotional states gate language intake. Learning theories cover broad ideas about how learning happens, not this particular gatekeeping effect. Think-pair-share is a collaborative activity, not a theory about how emotions influence language acquisition.