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- W426453436 abstract "In the nineteen seventies, Burt and Dulay suggested that negative emotions might act as an input filter inhibiting grammatical development. This idea was reformulated by Krashen as the Affective Filter Hypothesis (AFH) (Krashen 1981, 1982). Educators, applied linguists and SLA researchers have all stressed the value of positive attitudes on learning success. Research on emotions and language learning has mostly focused on the lexicon, on individual styles of learning and rates of success (Dörnyei 2003; Dewaele 2005; Pavlenko 2005) rather than the acquisition of, specifically, syntax and phonology. These are areas which, unlike the lexicon, are generally held to become significantly more difficult with age (Singleton 1995 and 1999). However motivated older learners may be to develop their phonological and syntactic skills, the desired development is by no means guaranteed. How may this be explained in terms of the psycholinguistic mechanisms involved? The AFH was stated in very general terms and never really elaborated. Nevertheless, since the AFH was originally formulated, there has been a lot of research on affect in cognitive neuroscience (e.g. Damasio 1994, 1999; LeDoux 2002). To guide investigations into how affect variably influences grammatical, lexical, semantic and pragmatic growth, the AFH is in need of updating. The MOGUL framework, which takes account of recent research across a range of disciplines, will be used to elaborate it in finer detail in a first attempt to provide a better basis for empirical investigation (see also Sharwood Smith and Truscott 2013)." @default.
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- W426453436 date "2013-09-19" @default.
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- W426453436 title "Can you Learn to Love Grammar and so Make it Grow? On the Role of Affect in L2 Development" @default.
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- W426453436 doi "https://doi.org/10.1007/978-3-319-01414-2_1" @default.
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