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The affective filter hypothesis proposes that emotional factors play a significant role in language acquisition. This hypothesis, introduced by Stephen Krashen, posits that emotions such as anxiety, motivation, and self-confidence influence the ability to learn a new language.

When individuals experience positive emotions and high motivation, their "affective filter" is low, which allows for optimal language acquisition because they are more open to receiving and processing new language input. Conversely, if a learner is anxious, unmotivated, or lacks confidence, their affective filter is high, which can obstruct language input and hinder learning.

Therefore, the hypothesis emphasizes that emotional factors can either enhance the learning process when they are positive or hinder it when they are negative. This understanding highlights the importance of creating a supportive and encouraging learning environment that addresses students' emotional needs to facilitate effective language learning.