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Resumo
A necessidade deste estudo reside no impasse de que a aquisição da língua inglesa geralmente é difícil de ser desenvolvida. Alguns fatores, como tempo limitado em sala de aula, exposição inadequada ao idioma ou questões emocionais, como escassa motivação, ansiedade, choque linguístico, entre outros, podem se tornar uma barreira que impede a internalização do aprendizado. Consequentemente, os alunos não se arriscam a usar o idioma estrangeiro, o que os impede de interagir e resulta em baixos níveis de proficiência em língua inglesa. Portanto, é de suma importância estabelecer o impacto que a aplicação da Hipótese do Filtro Afetivo e suas variáveis exercem sobre o processo de aprendizagem do inglês. Para tanto, o objetivo geral desta pesquisa é distinguir as variáveis do filtro afetivo e a relação entre elas e a aquisição da linguagem. Sendo esse o caso, o desenho deste estudo é quasi-experimental, devido à aplicação de um pré e pós-teste a 61 alunos do terceiro ano do ensino médio de uma escola particular na cidade de Riobamba, no Equador. O pré e pós-teste demonstrou como o filtro afetivo contribui para a aquisição da língua inglesa pelos alunos, bem como permitiu obter informações relevantes sobre o progresso dos estudantes após a intervenção.
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