To lower the affective filter in the classroom, which approach is recommended?

• A. Model the correct use of the language instead of correcting every student mistake.
• B. Only use L1 in class.
• C. Publicly criticize errors to motivate.
• D. Ignore all student errors.

Answer: (A)

Lowering learners’ anxiety in language learning helps them take risks and participate more fully. When the classroom feels safe, students are more willing to try new sentences, experiment with pronunciation, and use the language in real contexts. Modeling the correct use of the language—showing how proficient speakers say things in authentic situations—provides a clear, accurate example for students to imitate. This helps them hear natural patterns, internalize grammar and vocabulary, and gain confidence without feeling constantly judged. Because mistakes are seen as a normal part of learning rather than something to fear, motivation stays high and input is absorbed more effectively.

Other approaches tend to raise anxiety or block progress: relying only on L1 limits exposure to the target language; publicly criticizing errors creates fear and stops participation; ignoring errors leaves students uncertain about how to improve.