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The affective filter is an impediment to learning or acquisition caused by negative emotional ("affective") responses to one's environment. It is a hypothesis of second-language acquisition theory, and a field of interest in educational psychology and general education.
Thinkers have produced several theories concerning how learners use their internal L2 knowledge structures to comprehend L2 input and produce L2 output. One idea is that learners acquire proficiency in an L2 in the same way that people acquire other complex cognitive skills. Automaticity is the performance of a skill without conscious control.
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Developed by Merrill Swain, the comprehensible output (CO) hypothesis states that learning takes place when learners encounter a gap in their linguistic knowledge of the second language (L2). By noticing this gap, learners become aware of it and may be able to modify their output so that they learn something new about the language. [1]
This states that learners must be relaxed and open to learning in order for language to be acquired. Learners who are nervous or distressed may not learn features in the input that more relaxed learners would pick up with little effort. [10] Despite its basis in Krashen's theory, the natural approach does not adhere to the theory strictly.
An advantage of the comprehension approach of language learning is the fact that when the learner eventually understands the meaning and the correct application of the words, the language will sound more effortless when he or she speaks it in contrast to other forms of language learning, which may result in more stilted efforts.
This brings the learner into central focus in learning theory as everyone is constructing their own sense of the world, which is key to the constructivist perspective. [13] The learner is in control of his/her learning as a result of his/her cognitive processing and organizing, and the context in which he/she is learning. [13]