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Sample Conceptual Framework

Teaching English to adolescents is influenced by external, mental, and cultural factors that can impact their language acquisition. The affective filter hypothesis suggests that motivation and self-confidence can expedite learning, while anxiety and stress can block it. Additionally, adolescents may face an identity crisis that impacts their self-esteem and motivation to learn. Teachers can help by scaffolding learning in small stages and collaborating with students to enhance participation and motivation. Both the affective filter and identity development theories highlight the importance of supporting adolescents' well-being and self-image to achieve success in teaching English.

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Imrul Kabir Sourav
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456 views

Sample Conceptual Framework

Teaching English to adolescents is influenced by external, mental, and cultural factors that can impact their language acquisition. The affective filter hypothesis suggests that motivation and self-confidence can expedite learning, while anxiety and stress can block it. Additionally, adolescents may face an identity crisis that impacts their self-esteem and motivation to learn. Teachers can help by scaffolding learning in small stages and collaborating with students to enhance participation and motivation. Both the affective filter and identity development theories highlight the importance of supporting adolescents' well-being and self-image to achieve success in teaching English.

Uploaded by

Imrul Kabir Sourav
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Conceptual framework

Teaching English to Adolescents are highly influenced by many external, physical, mental, and
cultural factors. Many theories have illuminated those factors and their effects on adolescents’
learning a second language.
The affective filters hypothesis “captures the relationship between affective variables and the
process of second language acquisition” (Krashen, 1982, p. 31). These filters impact on the
adolescents’ acquisition of a second language – they may accelerate or block the progress in it.
In one side, motivation, self-confidence may expedite the progress; on the other hand, factors
like anxiety, stress can block it. “Krashen claims that learners with high motivation, self-
confidence, a good self-image, and a low level of anxiety are better equipped for success in
second language acquisition.”. (Schutz, 2005, p. 3). When anxiety and stress levels are high,
learners may not receive much ‘comprehensible input’. Schutz explains it best in his statement,
“In other words, when the filter is ‘up’ it impedes language acquisition. On the other hand,
positive affect is necessary, but not sufficient on its own, for acquisition to take place.” (Schutz,
2005, p. 3) So, it is obvious that teaching English to Adolescents would be a failure if teachers
and learners shall not work together. The purpose of working together will be reaching a high
level of motivation and self-esteem and low level of stress and anxiety for learners.
Furthermore, failure in teaching English may be another outcome of adolescents’ Identity crisis
and confusions in setting goals for future. According to Erik Erikson’s theory of psychosocial
development, adolescents face a psychological conflict – identity vs confusion. As adolescents
face a transition from childhood to adulthood, they may feel confused about their identity and
social position.
Identity entails an adolescent’s experiences, beliefs, values, memories that create a continuous
self-image. If an adolescent can complete this stage successfully, he or she will have a strong
sense of self. If this stage is not completed successfully, adolescents may grow lack of self-
esteem and motivation which impacts on their learning a second language directly.
Role confusion is another factor which occurs in adolescence. According to Erikson, if
adolescents are not allowed to explore and test out different identities, they become unsure
about their identity and positions in the society. Eventually they start feeling disappointed and
confused about their place in society and life. On the other hand, those who can develop a
strong sense of identity are better able to have self-confidence.
On the other side, Vygotsky’s scaffolding hints about the support for learning and problem
solving that allows students grow in independence as a learner. It is about guidance from
teachers to students to facilitate learning and adolescents to become independent learners.
When students work collaboratively with teachers, they learn quickly. Teachers scaffold the
learning material in small adaptable stages that support learners in learning.
Success in teaching English largely depends on learners’ participation. Teachers’ collaboration
with learners enhances classroom-participation when they come up with focused and
simplifying learning materials, motivates learners to accept challenges.
In Bangladesh, teachers are seen to use L1 in teaching English. It is assumed that the use of L1
in classroom might help adolescents understand the learning task well. Somehow, this use may
facilitate the support for learning from teachers’ end what scaffolding hints about.

Conceptual framework: factors in failure and success in teaching English to adolescents

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