Question 9

Students who are anxious or unmotivated or who lack confidence are less likely to learn.

The affective filter hypothesis posits that emotional factors such as anxiety, motivation, and self-confidence can significantly impact language acquisition. When students experience high levels of anxiety or lack motivation, their ability to learn and process new information diminishes.

A) Students acquire and internalize more language when they experience a certain amount of anxiety.

This option is incorrect because it suggests that anxiety has a positive effect on language acquisition. In contrast, the affective filter hypothesis indicates that anxiety acts as a barrier, preventing effective learning and internalization of new language.

B) Students display anxiety in different ways depending on their cultural background.

While this statement may hold some truth regarding the expressions of anxiety, it does not directly address the core principle of the affective filter hypothesis. The hypothesis focuses on the impact of anxiety on language learning rather than the variations in how anxiety is expressed across cultures.

C) Students who are anxious or unmotivated or who lack confidence are less likely to learn.

This statement accurately reflects the essence of the affective filter hypothesis. It highlights how emotional states such as anxiety, lack of motivation, and low self-confidence can obstruct the learning process, ultimately hindering language acquisition.

D) Students who have higher levels of anxiety tend to behave more respectfully toward the teacher.

This option is incorrect as it implies a positive behavioral outcome from anxiety, which is not supported by the affective filter hypothesis. Higher anxiety levels generally lead to negative impacts on student engagement and learning, rather than promoting respectful behavior towards educators.

Conclusion

The correct answer, C, fundamentally aligns with the affective filter hypothesis by emphasizing the detrimental effects of anxiety, lack of motivation, and low self-confidence on learning. In contrast, options A, B, and D either misinterpret the hypothesis or introduce unrelated factors that do not directly contribute to the understanding of how emotional states influence language acquisition.