The key to understanding why option 2 is the correct answer lies in recognizing what affective factors are in second language acquisition (SLA).
Affective Factors in SLA
Affective factors relate to emotions, attitudes, motivation, anxiety, and confidence that influence a learner’s ability to acquire a second language. Examples include:
Motivation (high or low motivation affects learning)
Anxiety (fear of making mistakes can hinder speaking)
Self-confidence (lack of confidence may cause hesitation)
Attitude (positive or negative feelings about the language impact learning)
Why is Option 2 Correct?
2. "A second language learner uses familiar vocabulary to mentally form sentences before speaking."
This describes a learner who is likely dealing with anxiety or lack of confidence, both of which are affective factors.
The learner hesitates to speak directly and instead rehearses sentences mentally.
This suggests that fear of making mistakes or low confidence is influencing their speech production.
Why the Other Options Are Incorrect
"A second language learner makes educated guesses about word meanings in a text by recognizing cognates."
This describes a cognitive process, not an affective one.
The learner is using logical deduction and prior knowledge, which relate to language processing strategies, not emotions.
"An adult second language learner finds it impossible to form second language sounds that do not occur in his first language."
This is an example of phonetic interference due to age-related limitations in pronunciation, a biological or neurological factor, not an affective one.
"A second language learner employs several words from the first language when speaking the second language but not when writing it."
This is an example of code-switching (using words from both languages in speech).
It is more about linguistic transfer and the differences between spoken and written production rather than an affective influence.
Conclusion
Option 2 is correct because it demonstrates how affective factors like anxiety, confidence, or fear of mistakes influence language production. The learner is hesitant to speak directly and instead mentally rehearses sentences, showing emotional barriers in communication.
Year-wise PYQs
