Having in mind that this investigation is going to be carried out with a group of first graders aged between six and seven years old, and that they are in the stage of life in which learners are in the process of acquiring their mother tongue (L1) and a second language (L2) as well; this theory will allow to identify the characteristics of a learner in this stage of the acquisition process.
As it is stated in Saville-Troike (2006, p. 2) “The scope of SLA includes informal L2 learning that takes place in naturalistic contexts, formal L2 learning that takes place in classrooms and L2 learning that involves a mixture of these settings and circumstances”. In this case, this research project is going to focus on the second setting presented which is the formal L2 learning in SLA, given that classroom is the place where this research study is going to be developed and results are going to be revealed.
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This could be reached by analyzing the type of language managed in classes, and Alright (1980) presents three elements to carry out this analysis by means of a macro-analysis of language teaching and learning that invites to Guide the communication paths, while developing management activities which will lead to the construction of samples, these will be the demonstration of the target language in use (As cited in Ellis, 1994). By applying these elements during the sessions of this investigation, it will be possible to create interaction paths that let the teacher recognize the students’ progress at the time of communicating their ideas based on what they have learned, and hence the learners can be proud of what they are able to express, thus affective filter is going to be reduced.
Consequently, the affective filter from SLA theory is one of the hypotheses that this research study is going to underline as important because, the young learners that are part of this research project demonstrated in the needs analysis that their lack of speaking abilities could be the result of affective and emotional facts, for instance self-confidence or anxiety.
Krashen (1981), explains how low or high levels of anxiety may interfere in the oral production of students to do it well or not; similar behaviors are perceived when students are not self-confident; thus, learners that face these difficulties may be understanding but not acquiring the target language. That is why the importance of succeeding in some factors during the class sessions that allow students to overcome these issues and give the confidence to students to take risks when participating or making contributions in oral way.
Therefore, according to Johnson (1995), who followed Krashen views, to be in a second language class can help the students to easily create their oral productions, and situations in order to practice using their speaking skills (without forgetting the other skills). In this way, to provide comprehensible input allows the students to attain a meaningful interaction and in that moment it will be noticeable that the acquisition process has been successful.