No.no lingua . .

ikty Biting u liq Multilingual iq

DEFINING CONCEPTS
Multilingualism
-

refers to regions Multilingual ity -

refers to the individuals ability

Monolinguals
-

individuals who use one language and may be proficient at using number of different varietas
of the language together with different registers in the variety they know

Multilingual s -
those who can use three or more languages ( question arises as to degree of proficiency ,

type of skills and attitudes

Bilinguals -

individuals who can use two languages ( special case of multilingualism )

Bilingualism
-

regions and communities Bilingual ity -

refers to the individuals ability

using more than one language to function in two languages

Code -

switching
-

moving from one language to another in the same communicative act (

deficiency of skill
or proficiency in using both )

TYPES OF BILINGUALISM

Depending on when bilingualism starts :

early bilingualism
-

before the age of 3

°
late bilingualism
-

adolescence or adulthood

Depending on order of acquisition :

o
simultaneous bilingualism languages acquired at the
-

same time
o
successive bilingualism -
second language introduced later

Depending on manner of archiving proficiency :

o
natural bilingualism subconsciously and naturally
-

°
archived bilingualism as a result of learning
-

Depending on levels of proficiency :

o
balanced bilingualism similar levels of L1-
and L2
°
unequal bilingualism
-

different levels of L1 and L2

Depending on types of skills :

°
full bilingualism -
oral and written skills developed
o
partial bilingualism -

only oral or written skills developed

Depending on interaction and influence :

o
subtractive bilingualism L2 absorbs L1 ( submersion ) -

o additive bilingualism L1 Maita in ed or enriched l immersion )

-
 Depending on relation between sign and meaning :

o
coordinate bilingualism one sign to one unit of meaning
-

signs to one unit of meaning

"
o
compound bilingualism two -

o
subordinate bilingualism -
access to meaning through mother tongue or L1

Depending on social class distinction :

o elite bilingualism highly educated people -

o
folk bilingualism -

necessarily to acquire language to function with dominant majority

Depending on the individual dimension :

o
receptive bilingualism a person understands -

but cannot speak

o
productive bilingualism spoken proficiency in two languages
-

o
fluent vs . non fluent
-

)
o
functional us . non functional -

differences in proficiency or dominance between two languages

°
balanced vs .
unbalanced
primary vs secondary
o
.

o
partial vs complete
.

recursive bilingualism reaching back to practices they hold l language revival )

o -

the purring ual competence

dynamic bilingualism multiple interactions on many levels build
o -

Depending on society
:

o
territorial bilingualism -

groups of speakers of specific languages are located within defined

territories 1 Belgium , Canada , India Spain ) ,

diglossia two
or more
languages coexist in society , used in complementary way one language
o -

reaching higher status than other 1 Paraguay , Tanzania Singapore , Brussels ) ,

o
widespread multilingualism many different native languages of indigenous communities groups
-

or nations coexist , with one or more languages acting as lingua franca

( African countries , Asia ,
Latin America 1

LANGUAGE LOSS
Reasons of language attrition :

o
L t lost in L1 environment ( aphasia dementia ,
,
normal aging )
o
L I lost in L2 environment ( minority communities , migrants )
°
L2 lost in L1 environment ( students , who do not use their L 21
o L2 lost in L2 environment folder migrants reverting to L2 in their own minority group )
 CROSS LINGUISTIC INFLUENCE
-

Cross -

linguistic influence
-

likely to take place impacting on bilinguals cognitive processes ( perceiving

'

categorising understanding discovering or interpreting as well as their

, ,

conceptual system ; most often perceived in terms of language transfer ,

evidenced in language use ( receptive and productive ) and other

language related behaviour
-

conceptual system network of non linguistic representations of reality usually referred to as

- -

thoughts mental images or concepts , based on prototypically as well as on

,

particular features distributed in neural networks These non linguistic representations

-

' ' '

are also called
'
conceptual categories or conceptual representations

Sapir Whorf -

Hypothesis -

our conceptual system as determined or at least restricted by the language

we speak ; according to later views often referred to as weak version
,

of this hypothesis the conceptual system is influenced by language

,

only to some degree

Multi competence / plur i lingual competence -

dynamic multilingual system , coordinate bilinguals

,
can
switch between their languages as well as between
their conceptual networks

Language contact -

clearly demonstrated in the field of lexis ; just knowing a word means

ability to
recognize it and retrieve it from to pronounce and spell it
memory , ,
as well as to be aware of word meaning

Lexemic transfer -

manifested in such errors Lemma tic transfer -

can be seen in the use of

as cooing words by new
calques or incorrect
combining morphemes coming collocations
from various languages ,

false cognates or unintentional

language switches

Implicit memory -

contains knowledge of which Explicit memory -

contains conscious knowledge of

individuals might not be aware , definitions , grammatical rules
but which researchers infer and translation equivalents which
from performance speakers can verbalize

The revised hierarchical model -

anchored in the approach supporting shared meaning but lexical

separation of L1 and L2 , was based on another type of observation
which showed that translation from L1 to L2 was faster than picture
naming in L2 and that translation from mother tongue into a
second or foreign language

The modified hierarchical model -

postulates three levels lexical , semantics and conceptual ; considering

:

the fact that L1 lexicon in language learners is usually broader

than the lexicon in the new language being learned or acquired
asymmetrical interaction takes place between the two
 ADVANTAGES AND DISADVANTAGES
OF BILINGUAL I TY MYTHS & FACTS -

Early approaches to bilingual ity were straightforwardly negative researches said that bilingualism -

causing a vast spectrum of detrimental effects such as delayed cognitive development

, ,

reduced IQ and interpersonal difficulties

Balance Theory -

separate underlying proficiency for each of the two languages based on idea
that a new language increased at the expense of the formerly acquired one

Advantages of bilingual ity Disadvantages of bilingual ity

: :

o
increased linguistic awareness o
difficulties with the recall and retrieval
higher proficiency in the first language of lexical units I tip of the tongue symptom )
'
°

°
verbal intelligence and verbal originality o
risk of accusation of disloyalty to one
sensitivity to semantic relations of the culture ( if the two communities are
°

°
verbal memory as well as reading strategies
,
in conflict with each other )
°
delay of senile dementia
o
code -

switching ( not
always negative I
°
reduced ADHD effects ( due to higher levels
of attention and concentration )

SUPPORTING EARLY BILINGUALISM

BILINGUAL CHILD AT HOME
Three types of bilingual contexts :

o
the natural one -

parents or other members of child 's family speaks two different languages on
aneveryday basis and the child is automatically and naturally exposed to
the two languages functioning in the household
o
the didactic one
-

child 's parents decide either to use a foreign language at home from the very
beginning or later to enroll the child in bilingual preschool to guarantee future
,

proficiency in that language

o
the social one -

immigrant parents decide to use the dominant language of the country in their
family communication in the hope of facilitating the child 's integration into new society

when the child is born to the family with language different from the official language of
the country or the dominant language of the region , it is expected that the child will acquire
the official language anyway by being exposed to it through the mass media , outdoor contacts
and preschool or school education decision needs to be taken which language to use at home
-

Independence Hypothesis cognitive and academic skills in a second language can flourish
-

if the first language is well developed

 parenting strategies supporting child bilingualism :

→
1st one parent one language topoll
-

using both languages at home ; each parent addresses

-

the child of his l hers first language and never

code -

switches in any interaction with the child

→ 2nd -

minority language at home ( ml @ ht -

all members of family use their first language

home ; entails one minority language or more
at
ethnic languages , sometimes even a minority of language
and dominant language as the parental languages
may not be the same
3rd time and place te pl can be used in the
→ -

( -

more than one language family yet there is ,

well defined time

-

and well defined place when the child is exposed

-

to a given language
→ 4th -

the sandwich -

consists of longer periods of time when the child is exposed to each of

the languages
→
5th -

the mixed language policy ( Ml pl -

both or than two non dominant languages are

even more -

used at home
interchangeably together with the dominant
language which is quite often also the language
of schooling
 A- ppra.a.cc/se*ndmetha.ds
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taking two con

physical processes , without

&

reference to mind This theory .

explains how an external ,

neutral event In stimulus )
causes change in the
a

µ
behavior of an individual
response ) with
( a the use
,

Feng to emmenwtas
q proposed
by psychologists Skinner
who
H
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the first language learning .

µ
 The audio lingual method :

' '

spoken language comes before written language , the teaching order should reflect natural order
o

which children follow when learning their L1 ( listening speaking reading writing ) , , ,

teaching of listening comprehension pronunciation , grammar vocabulary are all related to

o
, ,

development of oral fluency

•
the order of skills : listening , speaking , reading writing ,

language taught by systematic attention to pronunciation and by intensive oral drilling of

°

its basic sentence patterns in the process of mechanical habit formation the more often -

something is repeated the stronger the habit and the greater the learning
,

o
very radical treatment towards errors -

must be eradicated , learners should be prevented from

making errors ,
as they lead to the formation of bad habits

Oral approach :

o
the role of vocabulary as the most important aspect of foreign language learning
°
the increased emphasis on reading skills as the goal of foreign language study
o the idea of vocabulary control , with frequency counts showing that 2000 of words account for
most of ordinary language usage
grammar seen as the underlying sentence patterns of the spoken language
°

°
involved systematic principles of selection , gradation and presentation of material
°
language teaching begins with the spoken language material is taught orally before it is presented ,

in written form
o the
target language is the language of the classroom
o items of grammar are graded simple forms before complex ones -

o
reading and writing introduced while a sufficient lexical and grammatical basis is established
°
speech regarded as the base of language
°
inductive approach to grammar
°
important role of visual aids ( wall charts , flashcards pictures
, ,
stick figures )

Callan 's method :

o
quick question
-

instant answer
' '
°
claims to archive foreign language learning in significantly less time ( a quarter
success in l
o
claims to be equally suitable for students of all ages all purposes of study I best results ,

with highly motivated adults with basis of grammar but inhibitions to speaking
the lesson should last for two hours usually divided in two parts , 50 minutes each
-
to
warm up questions ( t 5 minutes )
- -
-

revising material covered previously 130 pages 20 minutes )

-
-

reading task
-

continuation with the revision I 15 minutes I

-

dictation ( 5 minutes I
-

a break 110 minutes )

-

dictation correction
-

revision introduction to t new material 120 minutes )

reading task 15 minutes I
-

introduction of the new material

 Total physical response :

°
non linguistic responses
-

°
a language teaching method build around the coordination of speech and action it attempts ,

to teach language through physical ( motor ) activity

the efficient
way to teach the foreign language is to base foreign language learning upon
o

the way children learn their native language

language learning is like first language learning
o

°
listening and reacting by doing with language taught through physical activity
,

the Bio program listening should be accompanied with physical movement and speech
° - -

and other productive skills should come later

°
brain lateralization
o
reduction of stress
°
listening comprehension is the primary goal communication can come later on ,

o
the ultimate speaking skills
aim -

to teach basic
°
the central role is played by comprehension in the beginning stages of learning
grammatical structures and vocabulary are emphasized over other language areas
°
,

and these are embedded in within imperatives

°
comprehension and retention of new vocabulary

The inn at ist language acquisition ( Noam Chomsky )

view of :

children are biologically programmed for language

o

language develops in the child the same way as other biological functions develop
°

o
most children learn to walk at about the same time and walking is the same in all normal ,

human beings
o
language acquisition is similar to the development of walking basic contribution -

to language learning is the environment

°
child is exposed to environment full of confusing information I false starts incomplete ,

sentences slips of the tongue ) and does not provide all the information that child needs
,

°
Children know more about the structure of their language than they could reasonably
be expected to learn from the samples of
language they can hear
°
children are rarely corrected by parents on language points but still managing to acquire ,

o
all children successfully learn they native language at a time in life when they would
not be expected to learn anything so complicated
children successfully master the basic structure of their native dialect
language or
•

in a of conditions I
enhancing and inhibiting I
variety
°
the language children are exposed to does not contain examples of all information they
eventually know
°
Children manage to accomplish the difficult and complicated task of language acquisition
without having someone saying which sentences are correct and which are ungrammatical
°
children 's minds are not blank slates to be filled by imitating the language they hear but ,

rather are born with a special ability to discover for themselves the underlying rules
of the system ( language acquisition device LAD an
imaginary black box which exists
-

somewhere in the brain I

°
LAD and only principles which are
contains all universal to all human languages / Universal
Grammar prevents the child from going off on lots of wrong trails in trying to discover
)
,

the rules of the language and it only needs access to samples of the natural language
to activate the device
°
Children are born with a special ability to discover for themselves the underlying rules
of a language system
°
the language acquisition device works appropriately only when it is stimulated at
the right time ( the critical period hypothesis )
o
after puberty language learning will be more difficult and incomplete
o
virtually every child learns language on a schedule which is very similar in spite of quite
different circumstances of life
°
animals cannot learn to manipulate a symbol system as complicated as the natural
language of a three year old child
-
-

The critical period hypothesis ( Eric henneberg Ii

°
the ability to develop normal behaviors and knowledge in a variety of environments does not
continue indefinitely and children who have
,
never learned language I deafness or extreme
isolation I cannot return to normal if these deprivations go on for too long
o
the language acquisition device works appropriately only when it is stimulated at the right time
I the critical period hypothesis ) after which language learning will be more difficult and incomplete
,

o
the strong version :
children must acquire their first language by puberty or they will never
be able to learn from subsequent exposure
the weak version language learning will be possible after puberty , but will be more difficult
o :

and incomplete
o
language learning should occur when there is greater plasticity of the brain I before it is fully
formed 1 the hearing has not been fully developed children do not know the first language
, ,

well enough to perceive the second language through it more

,
sensitive hearing allows
children to perceive subtle differences and quickly acquire pronunciation and intonation ,

when there is greater plasticity of the organs of speech before the child becomes analytical
,

to approach the language learning experience systematically , before the brain 's hemispheres
become fully specialized l lateralization )

The interaction ist view of language acquisition ( Michael Long ti

focuses on the role of the linguistic environment in interaction with the child 's innate capacities
in determining language development

language develops as a result of the complex interplay between the human characteristics
°

of the child and the environment in which child develops

language which is modified to suit the capability of the learner is a crucial element in the language
a

acquisition process ( caretaker talk )

o
this modified interaction ( caretaker talk I involves a slower rate of speech , higher pitch more varied ,

intonation , shorter simpler sentence patterns frequent repetition and paraphrase limiting topics
, ,

for conversation
°
involves also repeating the contents of a child 's utterance but with a grammatically correct sentence
,

o
the interaction occurs by the adult modifying the language output and the child producing language

giving clues on how the language is understood

o
exposure to impersonal sources of input I radio television I
,
alone is insufficient for the child
to learn the structure of a particular language , as there is no interaction to stimulate the child
o
one to one interaction gives the child
- -

access to
language that is adjusted to his or her level of
comprehension , and when a child does not understand , the adult may repeat or paraphrase

The interaction ist view in second language acquisition :

o
the crucial element in the language acquisition process in the modified input that learners
are exposed to and the way in which native speakers interact in conversations with learners
°
comprehensible input is
necessary for language acquisition but the interactional modifications which
,

takes place in conversations between speakers are indispensable

°
modified interaction makes input comprehensible while comprehensible input promotes acquisition
, ,

thus interactional modification promotes acquisition

,

°
some of conversational modifications are comprehension checks ( efforts by the native speaker
to determine that the learner understands I clarification request I efforts to get the learner
,

to clarify something which has not been understood ) and self repetition or paraphrase -

( the native speaker repeats his or her sentence either partially or in its entirety )

A functionalist perspective ( John Firth Dell Hymes , Lev Vygotsky )

:

,
o
the importance of various competences ( not only linguistic , but also social ,
socio -

linguistic ,

strategic etc I.

°
the importance of error as an invisible sign of creative rule manipulation
o
the need of using the language as a channel of communication , a tool rather than a goal
o
the greater importance of context and its influence on meaning
o
the crit is ism of Chomsky 's simple opposition of competence vs performance introduction of other .
,

competences great role of

,
Sapir Whorf hypothesis
° -
communicative competence
language and cognition are interconnected we perceive the world
-

the the world shapes

through language ,way language Cath ego rises our understanding
°
Vygotsky 's idea of interlanguage formation a child learns the language to communicate with
-

others ( using it externally ) then uses the language to

,
organize their own thoughts to become ,

one 's own interlanguage ( internal language)

The grammar translation method :

o
translation itself
academic was an exercise rather than one which would actually help learners
to use language , and an overt focus on grammar was to learn about the target language
rather than to learn it
o
foreign language study is seen as a mental discipline the goal of which may be to read ,

literature in its original form or simply to be a form of intellectual development

o
language taught was the language of literature , not the language of life literary language ,

is superior to spoken language

o
accurate use of language items is central to this approach
o
the medium of instruction is the mother tongue which is used to explain conceptual problems ,

and to discuss the use of a particular grammatical structure extensive use of translation ,

into and out of the mother tongue the method is very much based on the written word
and texts are widely in evidence
°
most of classroom time is devoted to translating texts and practicing grammar rules ,

in the written medium ( reading writing , grammar l studying language through analysis
, ,

and translation
o
learning is fascinated through attention to similarities between the target language and
the native language
o
little attention is given to speaking and listening , and almost none to pronunciation

The direct method ( natural method l :

o
not too big classes with the preferably native speaker
,

o
used mainly native speakers as teachers
o it largely depended on teacher 's skill rather than the coursebook ,

°
learners children , teenagers
:
but rather not adults ( who prefer accuracy )
,

language is primarily spoken language teaching communication first of all , t encourages

°
,

foreign language use

o tried to provide the natural basis of language learning , so that language learning
was similar to language acquisition
o
therefore ,
students study common , everyday speech in the target language ,
as well as
culture consisting of the history the geography , and the information about
the daily lives of the target language users
°
more natural easier less formal , less based on learning the rules but rather
, ,

on interaction
o
teaching foreign language without translation without the use of the learner 's mother ,

tongue :

never make -

a speech ask questions ,

never imitates-

mistakes , correct
never speak too
-

much let students speak ,

do not use the book

-

but have your lesson plan ,

do not jump around

-

follow your plan ,

keep the pace and time of the lesson

-

never speak too slowly loudly or fast

-

never be
impatient too
-

reading aloud question and , answer exercise , getting students to self correct , -

conversation practice till in ,

- -

the -

blank exercise ,
dictation , map drawing ,

paragraph writing

communicative language teaching :

o
the communicative
Approach aims to make communicative competence the goal
of language teaching and to develop procedures for the teaching of the four
language skills that acknowledge the independence of language and communication
o
the approach integrates grammatical and functional teaching
o
researchers distinguish both strong and weak version of CLT :

strong version
-

advocates the claim that language is acquired through communication

-

in other words language learning is about using

English to learn it ,

weak version stresses the importance of providing -

learners with opportunities

to use English for communicative purposes ( learning to use English )
to use language forms appropriately is an important part of communicative
earning
o

competence ( Hymes 1 which is about being able to use the language appropriate to
,

a given social context

°
language functions are emphasized over forms
°
students work on all the skills from the beginning
°
both oral and written communication is seen to take place through negotiation between
speaker / writer and listener 1 addressee
°
comprehensible pronunciation is sought
°
attempts to communicate are encouraged from the very beginning
o
reading and writing can start from the beginning of the learning process
o
the range of exercise types and activities within the communicative Approach
is unlimited provided that such exercises ,
enable learners to attain the communicative
objectives of the curriculum engage learners in communication , and require use of ,

information sharing , negotiation of meaning and interaction

°
activities in which language is used for carrying out meaningful task promote learning
are important because they have a real purpose to the exchange
games
o

o the social context of the communicative event is essential in giving meaning to

the utterances
o students use the language a great deal through communicative activities such as
role -

plays games and

, ,
problem solving tasks
o
activities that are
communicative have three features truly :

information gap person in an exchange knows something that the other doesn't
one
- -

choice
-

what the speaker will say and how they will say it
-

feedback
-

a speaker evaluates whether or not the purpose has been

-

archived
based upon the information received from the listener
°
the activities use authentic materials for learners to develop strategies for
understanding language as it is actually used by native speakers
o
the communicative Approach activities are often carried out in small groups to maximize ,

the amount of communicative practice they receive and to express their ideas and opinions
o
frequent types of tasks are :

"
functional communicative activities l Littlewood I learners comparing pictures and noting
-
" -

similarities and differences working out a likely sequence of events discovering

, ,

missing features in a map or picture following directions solving problems from , ,

shared clues
" "
-

social interaction activities -

conversation and discussion sessions , dialogues

and role plays simulations , ,
skits , improvisation and debates

task based teaching :

Advantages
° :

task based learning is advantageous to the student because it is more student centered
- -

although the teacher may present language in the pre task the students are free to use
- -

what they want ; this allows them to use all the language they know and are learning ,

rather than a single construct

-

as the tasks are supposed to be familiar to the students , students are more likely to
be engaged which may further motivate them in their language learning
,
-

unlike a PPP approach the students are free of language control ; in all three stages
,

they must use all their language resources rather than just practising one pre selected item -

'
-
a natural context is developed from the students experiences with the language that
is personalised and relevant to them ; with PPP it is necessary to create contexts
in which to present the language and sometimes they can be
very unnatural
-

the students will have a much more varied exposure to language with TBL , they will be
exposed to a whole range of lexical phrases collocations and patterns as well as language forms ,
'
-

the language explored arises from the students needs ; this need dictates what will be covered
in the lesson rather than a decision made by the teacher or the coursebook
-

it is a strong communicative approach where students spend a lot of time communicating ;

Ppp lessons seem very teacher centred by comparison just watch how much time
-
-

the students spend communicating during a task based lesson -

enjoyable and motivating

-

°
Disadvantages :

task based learning is not appropriate as the foundation of a class for beginning students
-

students are only exposed to certain forms of language , and are being neglected of others ,

such as discussion or debate

into several stages with some stages
may be broken
°
Sample procedure each lesson -

removed or others added as the instructor sees fit :

pre task
-
-

task -

planning
-

report
-

analysis
-

practice
-
 Theories :

1) cognitive theory :

-
second language acquisition the building up of knowledge systems that
-

can eventually
be called on automatically for speaking and understanding
-

at first learners have to pay attention to any aspect of language they are trying to
understand or produce
gradually through experience and practice they become able to use certain parts of their
-

, ,

knowledge so quickly and automatically that they are not aware of doing it
-

this frees them to focus on other aspects of language , which in time become automatic
-

restructuring things which we know and use automatically may not be explainable
-

in terms of gradual build up of automatic ity through practice , but they are based on
-

the interaction of knowledge we have , which , without extensive practice , can somehow
fit in an existing system or restructures the system

21 Creative construction theory ( Stephen Kra Shen li

"
internal representation of the language being learned
"
-

learners construct mental pictures ,

of the target language

-

the internal representations are thought to develop in predictable stages in the direction of
the full second language system
-

the theory proposes that internal processing strategies operate on language input without
any direct dependence on the learner actually producing the language , that is the learner ,

need not actually speak or write in order to acquire language

acquisition takes place internally as learners read and hear samples of the language
-

that they understand

-

the speech and writing which the learner eventually produces is seen as an outcome of
the learning process rather than as the cause of learning or even as a necessary step
in learning
-

the learners need not actually speak or write in order to acquire language , as acquisition
takes place internally as learners read and hear sample of the language

°
the Acquisition learning Hypothesis
- :

"
-

two ways for adult second language learners to get " the language one can either :

acquire the SL I get the language without the conscious attention to form , when engaging
,

in meaningful interaction just like children their 111 or learn the SL I via a conscious
,

process of study and attention to form and error correction , typical in most formal
language classrooms I
acquisition is for Kra Shen a much more important process as it is only acquired language
-

which is readily available for natural , fluent communication

-

it is impossible for learning to turn into acquisition , as many speakers are quite competent
without even having learned rules , while other speakers may know rules but continue to
break them when they are focusing their attention on meaningful interaction rather
than on the application of grammatical rules of accurate performance
°
the Monitor Hypothesis :

the acquired system acts to initiate the utterances and is responsible for fluency
and intuitive judgments about correctness while the learned system is only a monitor ,
,

making minor changes and polishing what the acquired system has produced
for monitor use to take place , there needs to be sufficient time , focus on form
-

and knowing the rules thus writing is more conductive to monitor use than speaking
-

, ,

where the focus is on content and not on form

knowing the rules only helps speakers polish what has been acquired via real
-

communication and not rule learning -

o the Natural order Hypothesis :

we acquire the rules of language in a predictable sequence with some rules acquired
-

earlier than others

-

the rules which are easiest to state are not necessarily the first to be acquired
I such as -

s ending in the present tense I

-

the natural order is independent of the order in which structures were taught

°
the Input Hypothesis :

we acquire the language only by receiving comprehensible input , which is just beyond
-

the learner 's current level of competence in language l H H

if the input contains forms and structures just beyond the learner 's level then both
-

comprehension and acquisition will occur

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comprehensible input is a necessary but not a sufficient condition for acquisition

o
the Affective Filter Hypothesis :

the affective filter the imaginary barrier which prevents learner from using input which
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is available in the environment triggered by motives needs attitudes and emotional States
, , , .

For acquisition and learning to occur the filter must be down , and the learner should not
,

be bothered with anything

"
affect refers to motives needs , attitudes and emotional States a learner who is tense
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, ,

angry anxious or bored will screen out input , making it vnvail able for acquisition
,
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