77. 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 as they give oral presentations to the class and participate in an interview with the teacher in which they are graded on grammatical accuracy.
Both frequent corrections during oral presentations and grading on grammatical accuracy during interviews can raise ELLs' affective filters, as these practices may lead to increased anxiety and fear of making mistakes in a classroom setting.
A) ELLs are frequently corrected as they give oral presentations to the class.
This option is correct because frequent corrections can create a stressful environment for ELLs, making them more self-conscious and hesitant to participate. The affective filter hypothesis suggests that anxiety and low self-esteem can inhibit language acquisition, and constant correction can exacerbate these feelings.
B) ELLs work in pairs to categorize word cards into piles of nouns and verbs.
This option is incorrect as it promotes collaboration and peer interaction, which are generally supportive and reduce anxiety. Working in pairs can enhance confidence and lower affective filters, as students feel less pressure in a more relaxed setting.
C) ELLs listen to the teacher read a story aloud and then write a brief reflection in response journals.
This option is also incorrect since listening to stories and reflecting in journals is a low-pressure activity that allows for personal expression. Such tasks typically do not trigger anxiety or raise affective filters, as they focus on comprehension and personal interpretation rather than correctness.
D) ELLs participate in an interview with the teacher in which they are graded on grammatical accuracy.
This option is correct because grading during an interview can put ELLs under pressure to perform perfectly, which may increase their anxiety and affective filters. The fear of being evaluated can hinder their willingness to engage and take risks in using the language.
Conclusion
In summary, options A and D clearly represent scenarios that can elevate ELLs' affective filters due to the associated anxiety and fear of negative evaluation. In contrast, options B and C foster a supportive learning environment that encourages participation and reduces anxiety, aligning with the strategies that aim to lower affective filters in language acquisition.