Question 77

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.

Frequent corrections during oral presentations and grading on grammatical accuracy in interviews are likely to raise ELLs' affective filters, leading to anxiety and decreased motivation in the language learning environment.

A) ELLs are frequently corrected as they give oral presentations to the class.

This option is correct because frequent corrections can create a sense of anxiety and self-doubt among English Language Learners (ELLs). The affective filter hypothesis suggests that emotional factors such as anxiety can hinder language acquisition, and being corrected often in a public setting can increase that anxiety, causing ELLs to feel less confident and more hesitant to participate.

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 in a low-stress environment. Working in pairs tends to lower affective filters, as ELLs may feel more comfortable and supported when engaging with their peers rather than being subjected to correction or evaluation.

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 a story and reflecting in response journals does not involve direct correction or high-stakes evaluation. Instead, this activity allows ELLs to engage with the language in a creative and reflective manner, which is less likely to raise their affective filters.

D) ELLs participate in an interview with the teacher in which they are graded on grammatical accuracy.

This option is correct because being graded on grammatical accuracy during an interview can induce anxiety and stress for ELLs, raising their affective filters. The pressure to perform well while being evaluated can inhibit their willingness to take risks in language use, thus negatively affecting their learning experience.

Conclusion

In summary, options A and D are correct as they involve situations that can heighten anxiety and self-doubt among ELLs, ultimately raising their affective filters. In contrast, options B and C foster a supportive learning environment that encourages language development without the stress of correction or evaluation. Understanding these dynamics is crucial for creating effective ESL classrooms that minimize anxiety and enhance language acquisition.