Abstract:
According to the Second Language Acquisition Theory by Stephen Krashen (1983), in line with the affective filter hypothesis, the emotional sphere plays a crucial role in our lives: in particular, affectivity can both promote and hinder the process of learning a foreign language. In fact, the affective filter functions as a barrier between the pupil and the learning process: when the student has little motivation, self-esteem and experiences anxiety, the filter activates and the barrier rises; on the other hand, when he/she finds himself/herself in a positive environment, the filter deactivates and the barrier lowers.
The aim of this thesis is to investigate the extent to which foreign language teachers use strategies aimed at lowering the pupils’ affective filter. The research work has been conducted among teachers of secondary schools in the province of Venice and Padua, who have responded to the questionnaire on a voluntary basis.
According to the study results, most of the teachers in question are seeking whether to increase learners’ motivation and self-esteem or to reduce anxiety. In short, the participants try to remove the emotional barriers that prevent the student from learning the language effectively and sustainably, through the promotion of well-being and a positive classroom climate.
