Which hypothesis explains how affective factors such as attitude and stress can influence how much language input a learner processes?

Which hypothesis explains how affective factors such as attitude and stress can influence how much language input a learner processes?

• A. Input Hypothesis
• B. Affective Filter Hypothesis
• C. Silent Period
• D. NLP

Answer: (B)

Language input processing is shaped by the learner’s emotional state. The Affective Filter Hypothesis suggests there is a mental barrier influenced by attitude, motivation, and anxiety that can raise or lower how much language input a learner actually notices and processes. When the affective filter is low—due to a relaxed, supportive environment and positive attitudes—more input gets processed, aiding acquisition. When the filter is high—because of stress, fear of making mistakes, or low self-confidence—input is more likely to be blocked, and intake decreases. So, the hypothesis explains why two learners exposed to the same language input can take in different amounts of it based on their affective state. The other options don’t account for how emotions influence input processing: some focus only on input quantity, others describe different classroom phenomena or unrelated concepts.

Language input processing is shaped by the learner’s emotional state. The Affective Filter Hypothesis suggests there is a mental barrier influenced by attitude, motivation, and anxiety that can raise or lower how much language input a learner actually notices and processes. When the affective filter is low—due to a relaxed, supportive environment and positive attitudes—more input gets processed, aiding acquisition. When the filter is high—because of stress, fear of making mistakes, or low self-confidence—input is more likely to be blocked, and intake decreases. So, the hypothesis explains why two learners exposed to the same language input can take in different amounts of it based on their affective state. The other options don’t account for how emotions influence input processing: some focus only on input quantity, others describe different classroom phenomena or unrelated concepts.