tive filter." According to Snow and Shapira, "the Affective Filter Hypothesis deals with the role of personality, motivation, and other affective variables related to success in second language acquisition. It takes into account student anxiety level, motivation, and self-confidence" (11). They find that Krashen saw these affective factors as relating more directly to subconscious language acquisition than to conscious learning:
According to the Affective Filter Hypothesis, learners in a less than optimal affective state will have a filter, or mental block, preventing them from further acquiring the second language. For instance, if students are anxious or unmotivated, the input they receive will not be processed by the language acquisition device and acquisition will t
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