In this modern era of dynamic information technology, the need to
communicate clearly and effectively, thus unambiguously, has become
imperative. Effective communication, however, goes beyond mere
grammatical and writing competencies. It entails the ability to express
feelings and thoughts in appropriate ways at an appropriate time and the
ability to make compensation strategies in cases where there is
communication breakdown.
Furthermore, English has become the universal language that serves as a
means of connecting to the world. It is called as the first language for
some parts of the world such as USA, UK and Australia. For some
countries like the Philippines, it is the second language and has become
one of the language that Filipino learners should acquire because it is a
compulsory subject for schools.
But still, not all learners have an interest in studying English as their
second language. Some learners still think that English is a difficult
language because it is a language that they should learn. Using the
Second Language Acquisition Theory of Krashen, researchers want to
know the reasons some students are having a hard time in acquiring the
second language.
Second language acquisition is the process by which people learn a
second language. That is, it is the process of learning an additional
language by someone who has already learned a native language or
multiple native languages. The theory of second language acquisition is
applicable and relevant to English language teaching practices because
there are absolutely no applicable methods of teaching English, and any
theory of English language teaching may have its specific limitations in
application. Second language elements can be acquired, the manner
learners can create new language systems with limited inputs, and the
means a second language leaner can reach the same level as his or her
mother tongue (Gass, 2008).
Krashen's theory of second language acquisition consists of five
interrelated hypotheses which reflect an understanding of both
linguistics and of psychology: The Acquisition-Learning hypothesis, the
Monitor hypothesis, the Natural Order hypothesis, the Input 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, and also one of the most important hypotheses in the
process of language learning and acquisition, the Affective Filter
Hypothesis. Although Dulay and Burt (1977) were among the first to
refer to the relationship between the affective delimiters and second
language acquisition, it was Krashen (1987) who championed the
connection.
A filter is something that acts as a way to strain or block material from
reaching a container. Students of all ages come to their language classes
with various filters in action, whether they are feeling anxious to take a
test or are feeling excited to speak. These factors will affect the way they
interact with the instruction, but most importantly what will be retained
and acquired.
In Krashen's work, the affective filter hypothesis explains the role of affective
factors in the process of language acquisition. It suggests that emotional variables
can hinder comprehensible input from reaching the part of the brain responsible
for acquiring language. Krashen (1987) 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 barrier. When the filter is up, input
cannot reach those parts of the brain where acquisition occurs. Many filter that
impedes learning, blocks the intake, and reduces second language acquisition.
Language learners realize that the reason they have trouble is because they are
nervous or embarrassed and simply cannot concentrate. In 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. Krashen argued
that people acquire second languages only if they obtain comprehensible input
and if their affective filters are low enough to allow the input ‘in’.
The affective filter is a 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. When the affective filter is
high, individuals may experience stress, anxiety, and lack of self-
confidence that may inhibit success in acquiring a second language. On
the other hand, a low affective filter facilitates risk-taking behavior in
regards to practicing and learning a second language.
Krashen's 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 have an innate ability to learn language (Krashen, 1982).
According to Krashen, a second language is most successfully acquired
when the conditions are similar to those present in first language
acquisition: that is, when the focus of instruction is on meaning rather
than on form; when the language input is at or just above the proficiency
of the learner; and when there is sufficient opportunity to engage in
meaningful use of that language in a relatively anxiety-free environment.
He emphasized the importance of providing learners with
comprehensible input in a risk-free environment. Krashen also
maintained that low stress situations provide the greatest opportunity for
learners to improve their language competency.
Affective filters are the most prominent and vital factors in Second
Language Acquisition and other English teaching programs. It is very
essential for every teacher to recognize the symptoms of affective filters
among their students in order to lower these factors at an early stage so
that it cannot hamper students’ learning. Factors like emotion, feeling,
manner, attitude, mood and attitude are some of the common example of
affective filters.
Teachers of second language learners must strategically organize their
environment and instruction in order to lower the affective filter of
learners in their classroom. Krashen explained that students, in the
process of learning, need to feel safe and comfortable, so all of the input
which is given by the teacher can be learned well by the students. He
suggested that when the learners are feeling bored, angry, frustrated,
nervous, unmotivated or stressed, they may be unsuccessful at learning
a second language. Talking about students’ feeling, this affective filter
hypothesis has a close relationship with motivation, which has
mentioned in affective filter hypothesis. Overemphasis on error
correction, laughing at mistakes or being placed in awkward or high-risk
environments may tend to increase the affective filter and inhibit
language development. It is imperative that teachers also institute a
policy in the classroom that prohibits students from making fun of their
peers or laughing at errors made by other students. The optimal
classroom for language learning and production is a classroom that
encourages risk-taking in language production and views errors as a
natural progression of language learning. When placed in a safe and
affirming environment, many students will blossom and grow in their
language development.
As the number of second language learners increases particularly the
Senior High School of OLSHCO, there is a growing need to address
second language learners that usually experience stress and anxiety as
they are very much aware of their lack of proficiency in English. That
would interfere with their learning and acquisition of a new language.
A number of language researchers focus on enhancing the strategies of
language educators, identifying errors and describing the skills and
levels of language learners, and examining the factors affecting their
language proficiency. However, there are few attempts on describing
second language acquisition that centers on the learner himself and
examine the learner factors that influence his English proficiency.
To make this study different from the previous studies, the researchers
will include selected profile variables of the respondents which are
believed to be crucial and influential to second language learning.
Further, this study will not only examine the influence of affective filters
to second language proficiency. It will also try to establish the
relationship of the former with each other and to selected profile
variables.
 The Affective Filter hypothesis embodies Krashen's view that Hence, this study will attempt to investigate if selected profile
a number of 'affective variables' play a facilitative, but non-causal, role variables of the senior high school students and their affective filters
in second language acquisition. These variables include: motivation, could be indicators of their English Proficiency. Further, the study will
self-confidence and anxiety. According to him, it is easier for a learner also describe the performance of selected senior high school students in
to acquire a language when he/she is not tense, angry, anxious, and the English Proficiency Test.
bored. Krashen claimed that learners with high motivation, 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-esteem, and debilitating anxiety can combine to '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.
Therefore, educators need to provide an environment that reduces stress
and anxiety and also increases the English language learners' motivation
and self-esteem. This, according to Krashen, provides opportunities for
language acquisition to occur more efficiently and quickly among the
learners.