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姓名：董涵月学号：20092311038
论文题目:PRINCIPLES AND PRACTICE IN SECOND LANGUAGE ACQUISITION
n if they understand the message, the input will not reach the part of the brain responsible for language acquisition, or the language acquisition device. Those with attitudes more conducive to second language acquisition will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike "deeper" (Stevick, 1976).
The Affective Filter hypothesis, represented in Fig. , claims that
the effect of affect is "outside" the language acquisition device proper. It still maintains that input is the primary causative variable in second language acquisition, affective variables acting to impede or facilitate the delivery of input to the language acquisition device.
The filter hypothesis explains why it is possible for an acquirer to obtain a great deal of comprehensible input, and yet stop short (and sometimes well short) of the native speaker level (or "fossilize"; Selinker, 1972). When this occurs, it is due to the affective filter.
Fig . Operation of the "affective filter".
The "affective filter", posited by Dulay and Burt (1977), acts to prevent input from being used for language acquisition. Acquirers with optimal attitudes (see text) are hypothesized to have "low" affective filters. Classrooms that encourage low filters are those that promote low anxiety among students, that keep students "off the defensive" (Stevick, 1976).
This picture does not diminish, in any way, the importance of affective variables in pedagogy. The Affective Filter hypothesis implies that our pedagogical goals should not only include supplying comprehensible input, but also creating a situation that encourages a low filter. As discussed in Chapter V, several methods focus on just this (. Counseling-Learning and Suggestopedia).
The input hypothesis and the concept of the Affective F