The Theory of Second Language Acquisition also includes an Affective Filter hypothesis which states that higher motivation, self-confidence, a good self-image, and a low level of anxiety are building blocks of success in SLA. A low level in these factors can create a ‘mental block’ in the learner and prevent learning. Although these factors are positive, they alone are insufficient for SLA to take place (Schütz, 2014). Younger learners’ motivation might be lower, as at many times, they are forced to take up a second language. However the motivation might be higher if they need to rely on the second language for everyday communication, or if they are voluntarily learning the L2 based on interest. The same goes for adults who are learning out of interest. However, adults are often tied down with so many other commitments that sometimes they are unable to fully concentrate on the learning. Adults who have to depend on the L2 for practical needs like communicating with business clients for example, also have a higher motivation and are thus able to learn more effectively than adults who do not have such motivations.

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