So far, we have learned about Stephen Krashen's acquisition-learning hypothesis and his input hypothesis. The hypothesis I want to focus on today, about the affective filter, is less about learning language and more about learning anything.
Have you ever been really stressed or anxious, and someone is talking to you, but you can't really comprehend what they're saying because of your mental state? That's basically what the affective filter is. It's like a screen or a block that prevents comprehensible input from reaching the brain. Therefore, particularly in language classes, we want to keep the affective filter low by preventing students from being anxious or stressed.
This is where social-emotional aspects of learning connect to the language classroom. Not only do teachers using Comprehensible Input strive to keep a low level of stress and anxiety, but we want to form a positive classroom environment, create a community, and foster self-confidence. This is as integral a part of the pedagogy as the actual language teaching, for without attending to the idea of the affective filter, all of our hard work providing comprehensible input will be in vain!
Be aware that despite of our best efforts, the affective filter of newcomer students is often super high. They are in a constant state of stress due to being in a new environment, not knowing anybody, and having a minimal grasp of the language. This is why many newcomers go through a "silent period" where they don't talk much, even in their native language! However, in time, they will start to process the language that they are hearing, and eventually begin to produce it as well.
So how can you keep the affective filter of your students low?