ABSTRACT

Learning a language is a process based on variety of factors. Affective factors refered as

emotions , feelings, moods and attitudes of students, mostly ignored in traditional calss rooms,
are of utmost significance in this process. I have selected Karashen`s Hypothesis of Affective
Filter for this study to understand and explain the affective factors involved in English
language learning of students of intermediate level at Government Degree College Khipro.
Through this qualitative investigation I have come to the conclusion that Motivation, Anxiety
and Self confidence are instrumental for

UTILITY OF Krashen`s Affective Filter Hypothesis in the English language learning of

Intermediate students of Government Degree College Khipro

1. Introduction

English is an iternational language that is widely taught and learnt in the world. It facilitates the
access to the world. it is considere the langauge laying an instrumental role in interacting with
people from diverse cultures. Unfortunately ,English learners from non native countries hardly
get opportunities to use English outside the class room. Therefore, they are mostly confined to
classrooms and teacher centred strategies to learn this language. Researchers have found
recently that along with intelligence, emotions and feelings also lay critical role in the process of
second language learning.
Affective filter Hypothesis is one of the five major hypotheses given by Stephen Krashen in
1985. Krashen argued that people learn second languages only if they obtain comprehensible
input and if their affective filters are low enough to allow the input ‘in’ In his theory, affective
filters includes motivation, attitude, anxiety, and self-confidence. Affective factors are seen to
play an important role in acquiring an L2. The affective filter acts as a barrier to acquisition. The
filter is up when the acquirer is unmotivated, lacking in confidence, or concerned with failure.
The filter is down when the acquirer is not anxious and is trying to become a member of the
group speaking. I have carried out this qualitative study to explain, and analyse the Kareshen`s
hypthesis of Affective Filter in the context of English language Teaching classroom of
intermediate students at Government Degree College Khipro. Through this study I have tried to
investigate the affective factors faced by them in the process of English language learning.

1.1 Statement of the Problem

English is one of the most vital languages for people to survive and succeed in the modern
world. Students, who learn English, should not only practice it in the classroom but also utside
of the classroom. However,ESL students do not have the opportunity of out-of-classroom
practicing. GDC Khipro is a typical setting of
learning ESL where English is not spoken outside of the classroom. Resultantly, Students lack
proficiency in English despite learning it for many years of their lives. Based on the this scenario
following main questions are investigated in the study
1) What are the affective factors involved in learning EFL?
3) What are the levels of students’ affective factors involved in learning ESL?
4) How can these affective factors be removed To facilitate the learning of ESL?

1.2 Significance of the Study

This study attempted to raise the awareness about the significance of affective factors to both
learners and teachers of ESL and recommend the integration of a course in teacher education
programmes on the role of affective factors. It will open new avenues for other researchers to
study the role of affective factors in creating a conducive class room environment for ESL.
1.3 Objectives
objectives of my study are as under:
1. to analyze the effectiveness of affective filter hypothesis in English language learning of
students of intermediate level at my college.
2. to understand what kinds of effective filters are involved in their learning.
3. to discuss the basic reasons behind their effective filters.
4. to find out the ways to overcome these filters in order to facilitate second language leaning
of my students.

2. Literature Review

The term affective filter first came to be used with reference to second language learning in the
late seventies. it was further explained by Stephen Krashen (1981)in his hypothesis of second
language learning which consisted of five major points, which are Acquisition-Learning
Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis , the Input Hypothesis and
the Affective Filter Hypothesis.The last point speaks about the influence of emotion factor on
students' second language achievement. According to Krashen (1981) affective filters work like
a concealed curtain between learners and input preventing language input from reaching the
mind of learners For example, those learners who have weak motivation will surely pay less
attention to the input; their filter is high, so less input will reach them. On the contrary , highly
motivated learners focus on the input which consequently enters into their language
acquisition device . Thus, according to Krashen (1987) hypothesis, negative attitudes and lack of
interest in learning a language on the part of students are regarded as a filter which hinders
learners’ response to language input and resultantly learning effectiveness is influenced. .
When learners are weary, agitated , and mental or emotional stain their curtain will be raised
which would outcome in the incapability to initiate the learning process. . Affective Filter is a
kind of mental wall in students' heads that prevents them from learning ( Dulay and Burt,
1977) According to Arnold (1999) Affect is an amalgamation of varied emotions , feelings,
attitudes and motivations which affect the process of learning . Gardener et al(2004) also
believes in the massive impact of affective factors on language acquisition and achievement.
Krashen (1982) gives three constituent ingredients of affective filter viz. anxiety, motivation
and self confidence. in order to reduce learners` affective filter , his anxiety should be lowered ,
whereas his motivation and self confidence should be raised (Krashen 1981)

Motivation is one of the most significant affective factors and plays a determining role in the
achievement of proficiency in a second language . Motivation is defined as “an inner drive,
impulse, emotion, or desire that moves one to a particular action” (Brown, 2002) Teaching a
language would be a dull exercise if the teacher is unable to trigger the inner drive in the
learners` hearts . Krashen considers high motivation and strong self confidence to be the ideal
emotional condition for second language acquisition. (Krashen 1982). Gardener along with his
Colleagues began the study of motivation as an indicator of second language learning
performance. He gave the instrumental- integrative dichotomy of motivation, the former refers
to “acquiring language as a means for attaining instrumental goals” while the later "stems from
a desire to understand the language and culture of another group for the purpose of
interaction" (Gardner et al., 1992) Instrumental motivation is related to external goals like
finding a job , passing exams or reading books. Integrative motivation is more an inner drive for
leaning about culture , customs of the speakers of that language. The findings of the study
carried out by Luo, Jian and Wang (2004) shows that students’ learning motivation has
significant impact on the study score and that intrinsic motivation and integrative motivation
has effective correlation with learning outcome. Th study conducted by Xu (2011) also
showed that language learning motivation had strong relationship with the use of language
learning strategies and instructors should help learners to achieve better results in English
learning by understanding more about students’ motivation and strategy use.

Another most contributing component in the development of affective filter is anxiety .If a
language learner`s anxiety is high , he will have more difficulty in acquiring that language.
Comprehensive input will not be obtained if the learners are very anxious. (Krashen
1981).Gardner & MacIntyre (1993) see language anxiety as "the apprehension experienced
when a situation requires the use of a second language with which the individual is not fully
proficient" there is a causal relation between anxiety and performance. “Language learning is a
cognitive activity that relies on encoding, storage, and retrieval processes and anxiety can
interfere with each of these by creating a divided attention scenario for anxious students.”
(Macintyre (1995) p. 96). Arnold and Brown (1999) stated that ‘‘anxiety is quite possibly the
affective factor that most pervasively obstructs the learning process. It is associated with
negative feelings such as uneasiness, frustration, self-doubt, apprehension and tension’’

Along with motivation, strong self confidence also plays an instrumental role in second
language learning. if a person's self confidence is weak , he is likely to face more difficulty in
learning that language. A study conducted by Brilliant in 1995 showed that people moving to
the US with negative emotions were very slow at learning English, while immigrants with
positive feeling showed great progress at learning English. Brilliant contributed students' fast
progress to their motivation and self confidence. ( Brillian 1995)

3. Research Method

The current research design is descriptive ,exploratory and analytical in its nature. the study
investigated the affective factors involved in the English language learning process of
intermediate level students at Government degree College Khipro . Qualitative research design
was used to obtain in depth undertanding of the participants.

3.1 Participants.
The participants of the study are intemediate students studying at Government Degree
College Khipro . These students learn English as a Compulsory subject in the college.
3.2 Data Instrument.
The data was collected from the general observations related to their affective issues during
the ELT class.

3.3 Contexualization of the Study.

The participants of the study come from a government college . The college has a very high
erolment ratio . The College is situated near the infertile region of Achro Thar where there is no
other college within the periphery of seventy kilimetres. Therefore, classes are mostly
croweded and devoid of basic facilities. Students come from far flung areas of Achhro Thar to
attend the college. Majority of them belong to very humble families and are mosly obliged to
work part time in the evening to be the helping hand in earning livilihood for their family.
Though , their first expoure with English Language is in their sixth grade of High School, they
lack basic proficiency in the language. The syllabus taught to them at intermediate level is
based Grammar Translation method in which English literature is used to teach English
language. Students have been learning in government schools where teacher has got the
central position and they are not allowed to even talk in front of a teacher , let alone ask
questions. Corporal punishment is still in vogue in these schools and colleges which has
affected the self- confidence of students to a great deal. they lack any enthusism in the class
and moslty show no sign of interest in learning in the class. They have all kinds of affective
factors which hamper the process of learning English.

4. Discussion.

4.1 Motivation.
Participants of the study show no sign of motivation , therfore their learning outcomes are very
low. Teachers use outdated and obselte methods of teaching and are found more interested in
keeping students descilined and well- behaved than actively participating in the class.Students
find no incentives and need to learn English in the class , hence they seem to be sleeping with
their eyes opened. The instructors are unable to instill the drive for leaning English in students.
Because they are in rush of completing the syllabus comprised of three lengthy books. English
teachers do not speak English in classrooms if they do , they do not care if students
understand or not. thereofere, students remain demotivated, dull and bored throughout the
class.
The most important thing is to create a want for learning in students. If students have passion
for learning anything they will get the input and learn it any how. Suitable environment and
teacher’s support merely helps them to eradicate the affective filter blocking the process of
learning expedite their learning process. Scenario in my college is a bit different. When
students come to the college for the first time they all look disinterested , bored and lost. My
town is the gateway to Achro Thar( White Desert ) ,so majority of students come from distant
areas of desert where they have no basic facilities let alone quality education. So, no wonder
they have no intrinsic motivation for learning English . In the beginning it is very hard to instill
passion for learning English in students, for no actual learning can take place if students are not
interested at all. In order to take all students on board, on the very first day I ask them to write
a paragraph or two on whether they want to learn English or not and to give their reasons if it is
yes or no. Most of the students write they want to learn English and give their lousy reasons
but some of the students return empty pages. This first activity helps me to gauge their level of
interest in English and decide how much dosage of motivation they need . I design interactive
activities and employ them in class to generate their desire for learning. For, I believe if
learning is fun , students develop their passion for it. Moreover, instead of dictating them what
to learn I ask students what they want to learn and how they love to learn. The most favorite
activities of students are debates, speeches and games. Moreover, I make use of multimedia to
show them videos and audios , which amuses them most. While teaching poetry I play the
poems on multimedia and ask them to sing along. Students remain demotivated when they
listen passively to their teacher talk all the time. They remain disinterested when they feel
unimportant and ignored in the class. My first priority it to increase students talk time and
participation in the class , so that they own their learning. In spite of all my endeavors some
students remain unaffected and demotivated , they won’t participate in any activity and will
keep yawing in the classroom. The reasons are that they are consistently absent from the
class, have poor schooling, or have to work at a shop or in the field .It is not necessary that
every student has passion for learning every subject. Some students are passionate to learn
science subject but they show no eagerness in learning arts subjects or vice versa. Therefore , it
is crucial that students are realized about the significance and necessity of every subject he
learns. This can be done by explaining the prospects and benefits or scope for learning that
subject for them. On the onset of English language class I stress on the importance of learning
English for them in Pakistan and abroad. I explain at a great extent that how learning English is
essential for them to be successful in any field of life. Furthermore, I relate the prospects of
learning English with their lives that how it can change their lives drastically for good. I ask them
what they want to be in future and then tell them how English can play an integral role in that
field they want to pursue. Once they have realized the need of learning English they are all set
and ready to go ahead with it. For me it is very important that my students take the
responsibility and establish the ownership of their learning. Until and unless they own their
learning , learning outcomes are hardly achieved.

4.2 Anxiety
Another affective factor that my participants face is anxiety. they are very anxious and nervous
to learn anything. Some of the student show interst in learning the language but they are so
nervous and mentally strained that they hesitate to take part in the class. For teachers do not
address this problems. They use very harsh language and do not hesitate to inslut students in
the classroom , which makes the situation even worse. I know student will not be able to learn
until and unles he participate in the class room. once students participate in class activities their
anxiety of tallking in front of class or teacher evaporates with the passage of time. Therofere, I
encourage students to be the part of all kinds of activities. As the proverb goes, ‘hit the iron
when it is red’, students are now ready to learn by doing when they are motivated . I, therefore,
involve them in class activities and make them speak English whether right or wrong, At first
they are very hesitant to speak as they are ashamed of making mistakes and being laughed at. I
encourage them to speak , laugh and learn from their mistakes. When students are explained
that it is ok to make mistakes , they gradually start taking part in activities. I have allocated one
day in week i-e Saturday exclusively for these activities . At first they are allowed to do
activities using their own language and then they are told to speak English only .Due to a large
number of students in the class, it is impossible for everyone to come over the podium and
speak. Therefore, I divide the class into small groups and make them use target language with
one another. Some of the students who are too shy to come at the front feel comfortable
working in these small groups.

4.3 Self Confidence

Students at our college are not given the trust that they can do it. They are mostly humiliated
for not being correct or they are labeled as losers or underscorers. This practice shaters their
self confidence. They lack this belief in themsleves that they can lean the language. I try to
instill a 'can do' attitude in students . They are given different opportunities to show their
confidence .Many a times students are set in a situation where they are supposed to teach,
explain and discuss with each other. Students are divided into small groups to discuss a topic
with one another and share them with the whole class. This way they not only have better
understanding of the topic but also make sense of their learning. While teaching poetry I
generally assign each student a poem and to come prepared next day to teach the whole class.
This helps them a great deal to deepen their learning . In fact , not all students come prepared
but at least they try to put into words what they have learnt. As Students gain confidence they
are given this trust that they can check their own erros. , so students are provided with the
opportunities to assess their work themselves in order to self evaluate and self rectify their
errors. Student self-assessment involves students in evaluating their own work and learning
progress. With this progress they become very happy and content with thier learning .
Students are encouraged to ask questions at the end of presentations . I give them class test
and have them exchange their answer sheets with each other and assess them. By comparing
themselves with others they feel confident . By lowering this affective filter students seem to
be learning the language at a very fast pace. They show this self confidence in particiating in
dfferent fuctions of the college and using English there.

5. Conclusion

In this assignment I have tried to explain the Affective Filter Hypothesis of Krashen (1981) and
contextualise it in my college. Learning a Language is not only affected by the intelligence of
students but it can also be affected by their emotions. If they are demotiveted, nervous,
anxious or lack self confidence they are hardly able to learn any thing. Krasehn (1981) gave the
hypthesis of Affective Filter to show how affective factors can prevent any language input from
reaching the language acquisition device thus students remain incapable of learning the
language. It is therefore very crucial that affective factors of students should be lowered in
order for learning to take place. Motivation, self confidence, and anxiety are three main
affective factors resposible for the second language learning. Teachers are recommended to
use different strategies to teach English by making it more interactive , coperative and learner
centered. class environment should be conducive where students can learn without being
anxious or nervous of making mistakes .Teachers are required to ignite the fire of passion in
students for learning English . They need to bulldoze down the wall of Affective Filter in order
to facilitate Learning a language in the class room.

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