affective factors in_second_language_acquisition
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AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION
SELF-ESTEEM
BELIEFS
EMOTIONSBEHAVIOR
SELF-ESTEEM
•… A personal judgment of worthiness that is expressed in attitudes that the individual holds towards himself, … and indicates the extent to which the individual believes in himself to be capable, significant and worthy.
Dr Stanley Coopersmith (1967).
SELF-ESTEEMAcademic Success
•Self esteem is the result rather than the cause of academic achievement.
Holly (1987)
•Self-esteem can be modified through direct instruction and such instruction can lead to achievement gains
Dr Martin Covington (1989)
SELF-ESTEEMAcademic Success in EFL Learning
• Good teachers succeed because they give optimal attention to linguistic goals and to the personhood of their students.
Brown (1994)
ATTRIBUTION THEORYSuccess or Failure Attributed to
Ability
Effort
No control
Control I didn´t study
enough
I’m not good at it
Internal factors
Task difficulty
LuckThe
teacher doesn´t like me
The test was too
hard
External Factors
INHIBITION
LOW SELF-ESTEEM
STRONG INHIBITION
S
AFRAID OF MAKING
MISTAKES
LANGUAGE LEARNING DIFFICULT
HIGH SELF-ESTEEM
WEAK INHIBITION
S
ATTITUDE OF
OPENNESS
LANGUAGE LEARNING
RISK-TAKING
•try out new information.
•Strong intention of achieving success.
▫ Interaction requires the risk of failing to produce intended meaning, of failing to interpret intended meaning, of being laughed at, of being shunned or rejected. The rewards are great and worth the risks.
Brown (2001)
ANXIETY
TRAIT ANXIETY
STATE ANXIETY
PERMANENT PREDISPOSITION
EXPERIENCED IN A PARTICULAR
EVENT
FOREIGN LANGUAGE
COMMUNICATION
APPREHENSION
FEAR OF NEGATIVE
SOCIAL EVALUATION
TEST ANXIETY
EMPATHY
USE OF THE
TARGET LANGUAGE
LOSE FIRST
LANGUAGE IDENTITY
TAKE ON A NEW
IDENTITYEMPATHY
FLEXIBLEADAPTABLE
INTERESTED IN OTHER PEOPLE
COMFORTABLE USING THE SECOND LANGUAGE
EXTROVERSION/INTROVERSION
SOCIABLEIMPULSIVE
HAS MANY FRIENDSINTERACTS EASILYLIKES EXCITEMENT
EXTROVERT
QUIETINTROSPECTIVE
RESERVED AND DISTANTTENDS TO PLAN AHEAD
DOES NOT LIKE EXCITEMENT
INTROVERT
INTERPERSONAL COMMUNICATION SKILLS.
COGNITIVE ACADEMIC LANGUAGE ABILITY
DISCUSSION QUESTIONS
•What can a teacher do with students who have very low self-esteem, a high level of anxiety and are reluctant to take risks?
•How do you deal with the situation of having different types of personalities in your class?
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