Affective Filter And Second Language Acquisition

Affective Filter And Second Language Acquisition As the number of ELL students increases on campuses across the nation, there is a growing need for educators to somehow increase their awareness about the process of second language acquisition, and different ways to promote students learning and acquisition of a new language. ELL students usually experience stress and anxiety as they are very much aware of their lack of proficiency in English. This often interferes with their learning and acquisition of a new language. In recent years the importance of affective filter has become a matter of debate and extensive research among language teachers, linguists and researchers. The major purpose of this paper is therefore, to address the implications and importance that affective filter has on the language acquisition of especially English Language Learners (ELLs). Overview of Krashens Theory of Language Acquisition Krashens 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 FILTER AND SECOND LANGUAGE ACQUISITION Krashens 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, but also one of the most important hypotheses in the process of language learning and acquisition, the Affective Filter Hypothesis. Rosenthal (1996) found that although Duley and Burt were among the first to refer to the relationship between the affective delimiters and L2 acquisition, it was Krashen who championed the connection. In Krashens work, the affective filter hypothesis explains the role of affective factors in the process of language acquisition (2003). It suggests that emotional variables can hinder comprehensible input from reaching the part of the brain responsible for acquiring language. Krashen (1981) 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 filter that impedes learning, blocks the intake, and reduces L2 acquisition. When the filter is up, input cant reach those parts of the brain where acquisition occurs. Many language learners realize that the reason they have trouble is because they are nervous or embarrassed and simply cant 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. The Affective Filter hypothesis embodies Krashens view that a number of affective variables play a facilitative, but non-causal, role in second language acquisition (2003). These AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION variables include: motivation, self-confidence and anxiety. According to him, it is easier for a learner to acquire a language when he/she is not tense, angry, anxious, and 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 ELL students motivation and self-esteem. This, according to Krashen, provides opportunities for language acquisition to occur more efficiently and quickly amo ng the learners (2003). The Motivation Variable A number of studies conducted in the field of ESL learning show that motivation is crucial to successful ESL learning (Andres, 2003). Within a school system the amount of motivation that children bring into the classroom with them is highly variable. It depends both on age and on family background factors. In-school factors also influence motivation. Crookes and Schmidt (1991) argued that intrinsic motivation, the one that stems from the interest in the activity itself independent from extrinsic reward, should be favored in the classroom. According to them, teachers can foster intrinsic motivation by posing reasonable challenging tasks to students, basing them on the perceptions of learners needs and providing for plenty of variety in classroom activities. AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION Conversely, Fontana (1988) argued that there are occasions when students intrinsic motivation is insufficient and recourse has to be made to motivation of an extrinsic tangible nature. Thus, it seems that balance should be kept between both stances, understanding that extrinsic motivation may be valid, useful and even necessary, but if overused, in the long run it can be detrimental to students autonomy. Teachers own behaviour can either positively or negatively influence the learners desire and willingness to learn and continue learning the language. Based on his instructional design model for motivation, Keller (1979) suggested four different ways to help teachers increase the motivation of all students, especially of ELL learners: stimulating interest in the topic; creating relevance to students lives; developing an expectancy of success, and producing satisfaction in the outcome through intrinsic/extrinsic rewards. Clearly defined tasks, which are both interesting and sufficiently challenging, are also of the utmost importance. Furthermore, concerning curriculum and instruction, the importance of authentic, communicative tasks and assignments cannot be emphasized enough. Research by Oxford and Shearin (1996) also supports the critical role of educators in enhancing the motivation of ELL students. According to them, teachers can help shape students beliefs about success and failure in L2 learning. They found that teachers can help students improve motivation by showing that L2 learning can be an exciting mental challenge, a career enhancer, a vehicle to cultural awareness and friendship, and a key to world peace. In addition, teachers can make the L2 classroom a welcoming, positive place where psychological needs are met and where language anxiety is kept to a minimum. Most importantly, educators can urge AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION students to develop their own intrinsic rewards through positive self-talk, guided self-evaluation, and mastery of specific goals, rather than comparison with other students. Teachers can thus promote a sense of greater self-efficacy, increasing motivation to continue learning a new language and master the academic content as well. In the ELL classroom is vitally important that the curriculum and instructional strategies used are comprehensible. If language learners cannot comprehend the language input they receive, often they will become frustrated and check-out, no longer putting effort into the language learning process. This frustration, if not addressed early on, becomes overwhelming and discouraging to students and, as Duff (2001) reports, frustration and failure may lead to higher than average drop-out rates among immigrant students in high school, especially those whose home-country education or L1 literacy skills are limited (p.105). Therefore, teachers must make a concerted effort during instruction to assure that language input is comprehensible to ELLs. This certainly increases their motivation to learn the new language and also the academic content. Helpful suggestions for making input comprehensible include pre-teaching vocabulary, providing study guides, and graphic organizers etc. With these too ls, teachers provide students with the scaffolding necessary to motivate, and challenge students, but not frustrate them to the point of overwhelming or discouraging. In addition to providing students with comprehensible input, teachers must provide students with opportunities to experience success. In order for students to be motivated in continuing the language learning process, they must have enough self-efficacy, or confidence, to know that they are capable. One way to help meet this affective need in students through AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION curriculum and instruction is by planning activities in which students can experience success. As students effectively use learning strategies; there is a close association with the individuals self-efficacy (Zimmerman, 1990). Although these activities may not be necessarily easy, they must be tasks that students have tools and resources to complete with a sense of accomplishment. In addition to these types of tasks, students also experience success when they have choices over texts, activities, small grouping, topics, etc (Townsend and Fu, 2001). As students experience academic success and connections to their own knowledge and abilities, their self-efficacy and motivation to learn increases. With this affective need met, students are validated and more willing to take on new challenges in the language learning process. Ellis (1994) acknowledged McNamaras views that communication itself is also an important motivation learners acquire motivation from the need to express themselves and from the pleasure that they feel when they achieve this (p.516). Consequently, classes that provide opportunities for communication are going to have a more positive effect than those that do not. Interest increases as the learners are made responsible for their learning activities especially during interactive, flexible cooperative activities. Research supports two important claims regarding cooperative group work, particularly in the ELL classroom. First, minority students academic achievement increases with the use of cooperative learning activities (Aronson Gonzalez, 1998). Second, regarding the social and emotional needs of the learner, cooperative learning increases self-esteem and student motivation Slavin, 1985) and helps them develop empathy (Aronson Bridgemen, 1979). Cummins (1986) and Holt (1993) also emphasized the role of cooperative learning in maximizing the acquisition of English, its comprehensible input, and empowering students to use the language, hear it, and AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION model it for each other in a non-threatening environment. According to Stewart (2010), positive feedback, praise, and a sense of belonging can also be empowering for students who lack confidence in the subject matter. By giving them such feedback, ELL students may be motivated to put forth more effort, which will produce a higher quality of work, greater self-confidence, greater learning and then even more deserved positive feedback in a continuous loop. Last but not least, another factor that triggers the motivation of ELL students is the aspect of fun. Lin (2008) demonstrates the importance of fun in the classroom to lower the affective filter in her study with Taiwanese English as a Foreign Language students. She describes these activities as joyful and motivation-stirring and relaxing pedagogies (p. 126). Perhaps one of the most effective ways to lower the affective filter is to embrace the fun that I believe is inherent in second language learning. The Self-confidence variable The affective and emotional needs of students are deeply personal and influence language learning and academic achievement. The second variable that affects the affective filter and influences the process of language acquisition is self-confidence. Without some belief in oneself and ones abilities, it is easy to become anxious, frustrated, and discouraged. Work by Brown (1977) and Krashen (1981) reveals that traits related to self-confidence such as lack of anxiety, outgoing personality, and self-esteem are predictive of second language learning. The more confidence a student has about his abilities, the easier it is to participate in language learning activities, eventually leading to further language learning success. Conversely, when students lack self-confidence they tend to become overly anxious. This can have detrimental affects on language learning success as described by Gopaul-McNicol and Thomas-Presswood (1998): AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION A high anxiety level interferes with learning a second language because it not only impairs memory but it also decreases the learners willingness to take risks and practice the new language (p. 68). In addition, as anxiety increases frustration tolerance decreases; this causes students to become much more susceptible to giving up or quitting. It is very critical that students have a positive attitude towards themselves in the form of self-confidence/esteem, as previously discussed. This is an important affective need for all students, but particularly so for ELLs whose cultural identity is changing (Canadian Teachers Federation, 1989). While ELLs themselves need to have positive attitudes toward themselves, their culture, and second language, they also need to experience a positive social environment, which promotes acceptance, a sense of belonging, and community. According to Kristmanson (2003), it is very important for teachers to encourage and support students at all times, but especially when they are struggling or lacking confidence in certain areas, such as speaking a new language. For example, demonstrating interest and involvement in the children, getting to know them, their lives, their families, and capitalizing on the rich cultural knowledge and experiences their students bring to classroom increases their overall self-esteem and makes learning more meaningful. Finally, creating an atmosphere in which students are not afraid to make mistakes and are encouraged to take risks promotes their self-confidence. Lastly, praise also helps teachers build students confidence. Anxiety Variable Krashen (1981) states that low anxiety relates to success in second language acquisition (p. 56). ELL students are often very nervous about their first class in English. Everything is new to them the language, the building, the classroom, the culture of the classroom. Therefore, AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION it is very important to establish a welcoming classroom environment and thoroughly explain procedures and assignments to lower students anxiety levels. Avoiding tension-causing strategies such as surprise quizzes, overly competitive activities, putting students in front of their peers with no warning or chance for preparation, and correcting errors in a negative, accusatory fashion reduces the tension, nervousness, and affective filter of ELL students. Anxiety should be of a low level, and should be attached to the need to communicate, rather than to personality factors, or the fear of appearing ridiculous. Error correction must also be constructive and tailored to students individual needs. Examples of ways to gently and effectively correct students errors include reflecting their statements back to them, extending, and elaborating on statements. It is also important that error correction focus on mistakes that impede communication (global errors), rather than more minor grammatical errors (local errors). Recognizing the ELL students language proficiencies, differentiating instruction, materials, and assessment tools to meet their diverse needs certainly promotes language acquisition in a positive low- affective filter classroom. In conclusion, Krashens insistence on the importance of providing ELL learners with comprehensible input in a risk-free environment sends an important message to all teachers. As educators, we can make a significant difference in motivation, in anxiety levels and in the self image of our students. It is indeed our responsibility to establish a classroom environment that promotes camaraderie, makes every member feel welcome, wanted, validated and most importantly promotes their chances of acquiring and learning a new language in a positive, low-stress environment. This particular type of environment will certainly reduce our students affective filter, inspire them to learn the new language, and be successful in school. AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION

Essay About Family: Families Torn Apart :: essay about my family

Family ties have been a sour topic in my life since as long as I can remember. Through the years I have managed to cope with the reality of being on my own. Though it was not easy, I have been through more than most people my age. One of the hardest things I had to cope with was moving around as much as we did. I was born in Nurnberg, Germany while my father was in the military. When I was two, my parents divorced and I stayed with my father and lost all contact with my mother until I was 18. After they divorced, dad and I moved in and out of three states, and ended up in Wausau. Growing up with an abusive father, and without my mother, was very difficult to manage. To make matters worse, I attended 12 schools before high school, I had no friends. Homework was always a struggle for me, given that I attended 12 different schools. It seemed as if I was always behind or ahead of the class, because the last school was at a different pace or taught things differently. I have grown up without relying on family but relied on myself. Even today I have little or no contact with my family. My mother and all her relatives live in Oregon. I had the pleasure of reuniting with my mother in 1994. When we met again after 16 years I decided to live in Oregon with her. I stayed in Oregon for almost two years by then it was apparent that my mother and I lost the bond that a mother and child should always have. We were separated for so long, and I was at such a young age that I found it difficult to be close to her. I have since moved back to Wausau, and started a family of my own. On occasion I talk to my mother on the phone but this has never been a very fulfilling relationship either. Although unfulfilling, it has allowed for some progress in our relationship. In the same way I have lost connection with family so has Chakkravann "Chucky" Saukom. During an interview with my friend Chuck, I learned some very interesting things. Chuck moved to the United States in 1975 with a "first class ticket from the U.

Strategic Plan Part

This paper will identify strengths, nakedness, opportunities, threats and trends for some of those external factors such as economic and legal and regulatory forces and trends and how The Salad Bar will adapt to overcome them. The analysis will also cover supply chain as well as other issues and opportunities. Economic, Legal and Regulatory Forces and Trends Economic factors concern the nature and direction of the economy in which a firm operates (Pearce II, 2013). Prices play a large part in consumer choice when it comes to food.During economic downturns, restaurants with lower price points typically fare better so great consideration should be given to al pricing. However, the differentiation of The Salad Bars offering can be considered a strength there as customers are often willing to pay a little more for high quality, healthier foods. Given America's recent trends in health consciousness, especially when it comes to food, The Salad bar should have some extra flexibility when it comes to pricing regardless of the economic climate. Legal and regulatory factors will have a significant impact.Due to the recent problems with food safety, the FDA and USDA have implemented several new regulations to ensure public safety. The Salad Bar will need to ensure that it is constantly aware of existing regulations, exceeding expectations, and passing all inspections. A single black mark in this area could be disastrous given the promise of fresh and healthy food. Again, there has been a significant shift in eating habits and trends with many activists exposing the unhealthy nature Of some foods, their additives and the environmental impact with documentaries such as [Super-Size Me], [Food Inc. And [Fed Up]. The social factors that affect a firm involve the beliefs, values, attitudes, opinions, and lifestyles of persons in the firm's external environment (Pearce II, 2013). Socially, raw foods, also called whole foods are becoming more attractive options for the young and old who are embracing this back to basics food trend. People like the experience of eating out but often associate it with high prices, long waits, lack of family atmosphere and a lack of healthy choices. Few restaurants have truly embraced this trend however.Consider that some restaurant salads (without breadfruits and salad dressing) have as many calories as a burger and cost as much if not more. Competitively, some restaurants are seeing success in this area such s Subway and Pita Jungle. Others are still struggling for market share as they fail to innovate and introduce truly healthy options. While they wait, new entrants are starting to pop up slowly and are gaining popularity. To avoid obsolescence and promote innovation, a firm must be aware of technological changes that might influence its industry (Pearce II, 2013).External technological factors could include on-line reviews of the restaurant from customers and critics. With sites such as Yelp and Urbaneness gaining popular ity it will be important to monitor these sites for feedback and opportunities to resolve issues. In terms of advertising online advertising is probably a more attractive option because residents of all ages are more likely to read information online or through social media than in physical print (Pearce II, 2013).Us ply Chain Procurement of resources can be a strong force positively or negatively for any business. The plan IS to source as much product as possible from local vendors to keep transportation costs down and minimize economic impact of fluctuating fuel prices. Some items may not be available locally or during retain seasons so they will have to be transported from other locations. Either way, vendor selection will be critical. They will have to be reliable and capable of fulfilling orders to ensure supply chain is a strength.Strategy The internal strategy will be to provide fresh, healthy, affordable food, educate them about the benefits of different fruits and vegetable s and create an experience that keeps them coming back. Providing dine in and to-go options ensures that we are able to serve customers in both markets. To further differentiate, the Salad Bar will have fun and educational options for hillier as well. There will also be customer engagement and incentives for helping to create new seasonal and monthly salad recipes.Regulatory To stay on top of food safety regulations, internal controls will be established to constantly measure and track proper storage, placement and shelf life of all products. Since fresh fruit and vegetables will be in an open area in chilled cases, temperature will be measured in real-time to ensure any discrepancy is detected immediately. Internal inspections will be conducted regularly to ensure the restaurant identifies and resolves issues immediately. Culture Culture is another internal force that can make or break a restaurant.A strong, positive internal culture needs to be developed with the employees that fo resters trust, teamwork and accountability. They should also be able to enjoy their work and have fun. Employees must feel like they make a difference because they do. Regardless of a customer's experience with the food, if they receive poor service the overall perception of the restaurant is ruined. The customer's should feel welcomed when they arrive, comfortable when they dine in and satisfied when they leave. Adhering Solid leadership is essential to a business's ability to be successful.The leadership must be able to articulate the company's vision in mission in actionable terms in every aspect of the company. They have to hire and train the right people, engage and motivate employees, evaluate operations and quality and put processes in place to ensure strategic objectives are met. Being a leader means much more than giving direction to employees, it is leading them and the organization to success. In conclusion, careful consideration has to be taken into account regarding int ernal and external forces. Both can have a potential positive or negative effect an organization.After examining several relevant internal and external factors, The Salad Bar will certainly face many challenges. However, with a solid concept, strong strategic plan and thorough SOTTO analysis, The Salad bar should be able to overcome those obstacles and greatly increase its chances for logo term success. SHOOT Analysis Factor Strength Weakness Opportunity The retreat Trends Economic People pay more for healthy People eat out less during hard economic times Focusing on local community Chain restaurants that can engage in price warSupport for local businesses that support other local businesses Legal and Argue lately Owner has strong industry knowledge of Food Safety Regulations Regulations change regularly and can be cost prohibitive Technological innovations combined with knowledge can be advantage One slip can spell disaster in terms of customer health and reputation FDA partnering with businesses to help stay on top of regulations Social Socially responsible offering Advertising driving foot traffic Not many competitors / new market niche Other niche players Healthy is in Environmental Literally â€Å"Green† offering

Baseball Isn’t as Simple as Black and White - 1392 Words

Baseball isn’t as simple as Black and White Baseball, â€Å"America’s pastime†, the most simple sport of the big 4, a sport where failing 7 times out of 10 will still land you among the greats of all time. Baseball has been played by all ages since the Mid-18th Century. It is a sport where 9 men have at least 27 chances to score more runs than the other 9 men. So simple, but yet so captivating. This simplicity, one would assume, would lead to an almost utopian atmosphere. But, for Troy Maxon, an ex-baseball player, the game of Baseball is anything but a utopia. You see, before Jackie Robinson debuted for the Brooklyn Dodgers in 1947, there were no African-American baseball players. So, African-Americans were relegated to the Negro Leagues to†¦show more content†¦Troy’s use of this comparison in order to demonstrate the injustice that baseball imparts on the African-American ballplayers is incorrect and factually baseless. In regards to the symbol of the shoes that Troy talks about, it is true that the players in the MLB were being paid more money than were those players in the Negro Leagues. In 1940, George Selkirk made ~$12,000, much more than did Josh Gibson. Because of this, Selkirk’s daughter was able to walk around with good quality shoes on her feet, whereas Josh Gibson’s daughter didn’t have that luxury because her father wasn’t making as much money. However, instead of looking at the facts objectively, Troy becomes very entangled in his own ego and warped view of social justice. When Cory mentions that Hank Aaron’s recent success, including his 43 home run total in one season, Troy becomes very egotistical saying, â€Å"Hank Aaron ain’t nobody. That’s what you supposed to do. That’s what you supposed to do. That’s how you supposed to play the game. Ain’t nothin to it. It’s just a matter of timing†¦ getting the right follow-through. Hell, I can hit forty-three home runs right now!†(Wilson 34). 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