59. According to the affective filter hypothesis, which TWO of the following are most likely to raise ELLs' affective filters in the ESL classroom?
Answer: A,D
ELLs are frequently corrected during presentations and graded on grammatical accuracy, which raises their affective filters.
Frequent correction during oral presentations and grading on grammatical accuracy can create anxiety and inhibit participation among English Language Learners (ELLs). These practices are likely to raise ELLs' affective filters, making them less receptive to learning.
A) ELLs are frequently corrected as they give oral presentations to the class.
This option is correct because frequent correction can lead to increased anxiety and fear of making mistakes, which are key components of the affective filter hypothesis. When ELLs feel self-conscious or stressed due to constant corrections, their ability to absorb and process language diminishes.
B) ELLs work in pairs to categorize word cards into piles of nouns and verbs.
This option is incorrect as it represents a collaborative and low-pressure activity that encourages learning. Working in pairs is generally supportive and can foster a positive affective environment, thereby lowering their affective filters rather than raising them.
C) ELLs listen to the teacher read a story aloud and then write a brief reflection in response journals.
This option is also incorrect because listening to a story and reflecting in writing are engaging and constructive activities that do not impose stress or anxiety on ELLs. Such tasks promote understanding and language acquisition, aligning with a lower affective filter.
D) ELLs participate in an interview with the teacher in which they are graded on grammatical accuracy.
This option is correct as grading during a personal interview can create pressure and anxiety for ELLs, significantly raising their affective filters. The fear of being judged on their grammatical accuracy can hinder their willingness to communicate and engage in the learning process.
Conclusion
Options A and D are correct as they involve practices that can create anxiety and discomfort for ELLs, thus raising their affective filters. In contrast, options B and C promote a supportive learning environment, essential for reducing affective barriers and enhancing language acquisition.