affective factors
TRANSCRIPT
Source: Developing Second Language
Skills, K. Chastain, Chapter 5
Affective Variables
Cognitive Variables
Social Variables
Biological Variables
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Overachiever vs.
UnderachieverSelf concept Attitude
PerseveranceInternal vs.
External Locus of Control
Introversion vs.
Extroversion
Interests and Needs
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Overachiever: receives higher grades than one expects based on his/her cognitive ability scores
Underachiever: receives lower grades than one expects based on his/her cognitive ability scores
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Self Concept:
Positive: Ss hold themselves and their abilities in high esteem; thus, overcome the negative effects of risk taking activities
Negative: Ss hold themselves and their abilities in low esteem; thus, can not overcome the negative effects of risk taking activities
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Attitude:
Positive Negative Mixed
about
L2 learning Class Teacher
Language
People
Culture
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Perseverance: study of second languages
is different from that of other
academic subjects
• Developing second lang. skills to a degree necessary to function where it is spoken requires sustained commitment
• Learned knowledge and skill must be retained for all subsequent study and language use
• Skill building should be done little by little and developed regularly
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Internal vs. External Locus of Control:
• attribute success or failure to their own ability and efforts.
• They blame themselves for failure.
• In the learning situation, they concentrate more on the information being presented
Internals
• consider success or failure to be determined by outside forces over which they have little or no control.
• They fix the blame on the outside world
• In the learning situation, they are more affected by social conditions in the classroom
Externals
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Extroverts
Are outgoing and aggressive
Their thoughts are centered on others and are directed outward
Introverts
Are shy and quietTheir thoughts are centered on
self and are directed inward
Introversion vs. Extroversion
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Interests and Needs
Materials, texts and
even context of the class should be
based on the learners’
interests and needs
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•The knowledge Ss bring with them to the learning task e.g., Ss who have had experience learning second languages have an advantage over others.
Background Knowledge
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Cognitive Style: The predisposition Ss have for using their intellect in special ways to learn.
Field dependent: dependent on their surrounding circumstances
Field independent: independent in their thinking and actions
Sharpeners: flexible in the face of new evidence or new situations
Levelers: unable to change their previous mental set
Level I learners: learn better using a drill approach
Level II learners: prefer an approach based on thinking about ideas and concepts
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Learning Strategies
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Aptitude:
Some Ss have an aptitude or “an ear” for language learning but some don’t.
• Providing instruction designed for their capabilities
• Improving counseling system, i.e. delineating study techniques, focusing on strategies of good learners, and helping Ss identify their own productive and effective strategies
Teachers can help low aptitude learners by
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Intelligence:
Ss with high intelligence, i.e. bright Ss do better in language classes than those with low intelligence
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Social Context
Sense of Belonging
Language and Culture
Shock
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Social context:
Language learning takes place in the classroom unlike real
world environment
Teachers should involve Ss in communication activities that resemble real world situations by including
authentic language tasks.
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Sense of Belongin
g
Ss should feel a sense of security and belonging in the classroom in
order to use language
creatively and productively and to converse with their classmates.
Teachers should try
hard to develop
such atmosphere in the class where Ss feel safe
and secure.
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Language and Culture Shock
Depending on their attitudes
and background, Ss
may experience a mild case of language or
culture shock. Their reactions
may be different
ranging from delight to
uncertainty to rejection and even hostility.
Teachers should
make the Ss familiar with the foreign
culture but do not
emphasize or
publicize it.
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Sex: females seem more motivated to learn second languages so receive higher
grades in L2 classes and enroll more.
Age: children are better at acquiring L2 and adults are better at
learning it
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•Self Concept
• Interpersonal Skills
•Knowledge of Subject
•Diligence
•Standards
The Teacher
• Instructional Goals
•Current Texts
•Course Organization
•Analysis of Ss Language Needs
•L2 Classroom Processes
•Comprehensible Input
•Output Required
•Developing Competence
•Practice
•out of Class and In Class Language Learning
•L2 vs. FL
•Short Term and Long Term Memory
•Evaluation
•Machine Assisted Instruction
Instruction
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• Self Concept: Teachers should have a strong and stable self concept.
• Interpersonal Skills: Ts should be able to keep the Ss interested, occupied, and reasonably content.
• Knowledge of Subject: L2 Ts should have excellent knowledge of language, culture, linguistics, and methodology
• Diligence: Teaching requires great amount of time, energy, and care.
• Standards: Teachers should set standards for Ss at the beginning of the course. Ts should not lower their standards because of Ss’ requests. Standards should be neither too low or too high.
The Teacher
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Instruction
• Instructional Goals: vary widely among teachers, institutions, and national curriculums.
• Current Texts: generally stress learning the grammar through contextualized drills/ exercises
• Course Organization: had better be in a way to make good use of time
• Analysis of Ss’ Language Needs: a complete needs analysis to satisfy an academic requirement might lead to different curricular offerings
• L2 Classroom Processes: are not similar to real world situations
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Instruction
• Comprehensible Input: Krashenand Terrell(1983) insist that this input should be a little greater than the Ss’ level.
• Output Required: Ss should receive enough input before they are asked to produce output.
• Developing Competence: If learning is meaningful, Ss will develop subconscious competence in the language.
• Practice: is crucial in L2 learning
• Out of Class and In Class Lang. Learning: out of class learning is implicit and in class learning is explicit
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Instruction
:L2 refers to situations in which Ss study the language of a country they live in but FL is the lang. of another country.
: Ss should be able to store their knowledge and skill of L2 into long term memory
: is important for two reasons 1. to know how much the Ss have learned 2. to know how the teacher has taught
: computers and other related machines can play a major role in language development
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Realizable Goals
Meaning
Attitudes, Emotions, and Feelings
Meaningful Learning
Use of Ss’ Abilities
Materials
Classroom Activities
Participation
Ss’ Language Errors
Memory
Determining Proficiency
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Realizable Goals: goals should meet Ss’ needs
Meaning: should be at the center of class activity
through communication
Attitudes, Emotions, and Feelings:
Ss’ positive attitude, emotions and feelings will be of
great help in learning.
Raised affective filter will reduce the amount of
input Ss permit
Positive, clear and productive teacher feedback can
help lower the affective filter. Feedback can be of 3
types:
Affective
Communicative
Linguistic
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Meaningful Learning: Ss learn better by doing, so they should comprehend what they are doing and why.
Use of Ss’ Abilities: Ss should know how to learn and take responsibility for their learning, thus they should develop personal learning strategies that are effective for them. These strategies are of different types (Wenden, 1985)
Cognitive: focus, comprehend, store, use
Communication: initiate conversation, maintain it, negotiate meaning, terminate conversation
Global: read papers, make friends, go to movies
Metacognitive: plan learning, monitor it, check outcome
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• Communicative
• Interesting
• Stimulating
• Authentic
• Relevant to goals
• Purposeful in conveying information and keeping social contact
• Exploit Ss’ background Knowledge
• Task dependent
• Integrative
• Challenging
• Varied: have variable texts, exercises, and tasks
Materials: should be
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should
• Involve Ss
• Convert lang. to thought and thought to lang.
• Be meaning based not grammar based
• Not focus on immediate and identical responses
• Limit the No. of display Qs.
• Increase the No. of referential Qs.
• Cause Ss to activate relevant schemata and produce lang. from referents existing in their own experiences
Student participation should be maximum through encouragement, support, and group activities.
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Classroom
Activities:
Partici
pation:
Ss Language Errors:
Mistakes: inaccuracies due to distraction, fatigue, mental overload, etc.
Errors: lack of knowledge of the
rules
Memory: if learning is meaningful, it
will stay longer in the mind.
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