other learner characteristics

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Other Learner Characteristics

O This chapter provides a brief overview

and other fives variables:

O Anxiety

O Creativity

O

Willingness to communicateO Self-esteem

O and learner beliefs.


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Anxiety ConceptO the anxieties is considered as a component of

motivation but also is the key merit of neuroticism,which is a physiological trait that defines part of thepersonality that can lead to emotional instabilityand insecurity, high degree of anxiety and guilt that

leads to negative L2O learning.Anxiety is an emotional response or

pattern of responses that includes:

O 1. Cognitive spects, which lead to tension andapprehension.

O 2. Physiological aspects. characterized by a high

degree of autonomic nervous system activation.O 3. motor aspects. hyperactivity. paralyzation

motor, difficulty in pronunciation, less adaptivebehaviors


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ANXIETY

Anxiety is quite possibly the affective factor

that most pervasively obstructs the learningprocess.

Two important anxiety distinctions areusually mentioned:

Beneficial/facilitatingvs.inhibitory/debilitating anxiety:


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Lenguage and AnxietyIn an important experimental study

investigating the causal relationship

between anxiety and academicperformance.

Vidio camara. In classroom

Anxiete tension transitory

repetitive---anxiety arousal


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LANGUAJE ANXIETYO Relates with:

Personal reasons.

Activities and cassroom practices.


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Possible effects on learning a second

language (L2).

Academics.

Cognitive.

Social Effects

Imput

Processing

Auput


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Anxiety Symptoms General Avoidance

Physical symtoms

Physical actions

Other Signals


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CREATIVITYO It is certainly a major constituent of

intelligence

O It is usually restricted to defining the creativeperson, creative thinking, or the creativeprocess/behavior/production/performancerather than the actual construct.

O Definition: the ability to produce new andoriginal ideas and things; imagination andinventiveness..


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La creatividad In SLA

Is creativity a relevant concept from the point ofview of educational research?

Sternberg believed that creative intelligencewas an important determiner of SLA

Such tasks, the author argued, often requirestudents to use their imagination, that is, to

retrieve or construct their own ideas, andtherefore it is reasonable to suggest that theoutcomes may depend to a great extent on thestudents creative abilities.


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O Although as Brown stated Self- esteem

is probably the most pervasive of any

human behavior and in educationalpsychology the concept is well

established, this importance is not

reflected in the amount of L2 research that

has specifically targeted the variable.

SELF STEEM


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SELFSTEEMO Although as Brown stated Self- esteem

is probably the most pervasive of any

human behavior and in educationalpsychology the concept is well

established, this importance is not

reflected in the amount of L2 research that

has specifically targeted the variable.


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O Self- esteem is the evaluative quality of

the self- image or self-concept, and

therefore global self- steem refers toindividual overall evaluation.


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O The notion of self esteem can become

rather complex because it may vary

depending on which of self functions actas the reference point for evaluation.


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O The same individual can have high, low,

and moderate levels of differents kinds of

self-esteem at the same time.


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O selfesteem is also closely associated

with social identidy: by identifying with a

prestigious group, the groups high statusattaches to ones self concept.


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O The focal issue in this research effort was

to examinate how people with low self-

esteem differed from others with high self-steem and how this difference was

reflected in their behavior and learning.


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O Selfesteem correlated positively with

achievement in the failure information

group and negatively in the successinformation group.


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WHAT ARE BELIEFS?

O We all have beliefs about many areas ofour life, an example of this are the

religious beliefs, but also our beliefs about

ourselves and our environment.


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CHARACTERISTICS OF

BELIEFS Tend to be limited by the culture in which the individualMOVES

It is resistant to change

These are related to the knowledge we think we have, butthey act as a filter on the thinking and processing information.

These are interrelated, but also with other aspects, such aswith attitudes and values of a person.

These are difficult to measure, must be deduced from thebehavior of people.


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REPRESENTATION MODELS OF BELIEFS

AFFECTIVE DIMENSION.

Evaluative and emotional reaction to the learning

object.

COGNITIVE DIMENSION.

What the person knows or knows about the

learning object.

Here are beliefs.

BEHAVIOR.

Intentions or actions related to the learning object

ATTITU

DES.


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BELIEFS AND METACOGNITIVE KNOWLEDGE

Metacognitive knowledge emphasizes thecognitive aspect, which is required for the

regulation of learning and critical to student

autonomy.


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KNOWLEDGE OF THE PERSON: this is

the filter through which they perceive theirown skills and potential to learn a LE.

TASK KNOWLEDGE: it refers to what is

perceived in the same objective.

STRATEGIC KNOWLEDGE: this is the

most "visible", because it is applied

directly to the learner to select andimplement learning strategies.


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HOW CAN STUDY THE BELIEFS?O Questionnaire BALLI (Beliefs About

Language Learning Inventory).

O Semi-structured interviews.

O Learning journals.

O Ethnographic investigation


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IMPLICATIONS FOR

CLASSROOM L2O Implications for teachers.

O Implications for learners.

O Implications for the design and production

of materials.


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In general, the purpose of education is to promote communicative

approach communicative competence of the students in the target

language, the willingness to communicate in a second language (L2

WTC) has recently become an important concept across disciplines

second language acquisition (SLA) and communication. "Skehan (1989)

the willingness of students to talk, to learn"

Willingness to communicate (WTC) can be defined as the probability that

an individual decides to start communication, more specifically, to speak,

when free to do so. The two key antecedents of WTC are communication

apprehension and perceived communicative competence.

Communication Apprehension is the anxiety associated with

communication events and actual or anticipated anxiety is generallyreferred to as language when experienced in connection with an L2.

self-perceived competence refers to the person's self-assessment of

their communication skills.


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(Figure 1 below is a schematic representation of the construction of the WTC.)


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MacIntyre participated last March in the presentation of

Linguamn-UOC, created jointly by the House of

Languages and UOC, and he made a series of

questions such as:

What is the concept Willingness to Communicate (WTC 'willingness to

communicate') in which you work?The idea is that people are more accustomed to another to learn a second

language, and among people who have the same interest and experience, some

use the second language more than others. Motivations influence. Some people,

for example, that will work very hard to use the second language and improve it,

seize every opportunity to make use of it, while others are more reserved, they

take it more calmly and very rarely speak. Therefore, the use of a secondlanguage influences not only the preparation or experience, but there is a wide

range of psychological factors that have a major impact when people decide to

use the second language learned

What led you to study these aspects?


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I specialize in psychology and communication, which leads you to analyze the many variables

of communication processes. When you add the use of the second language, everything

becomes more complex. You enter the dimension of another language, another culture, and

everything is more interesting.

What are the advantages, on a psychological level, to speak a second language?

Much is said about the usefulness of a second language for economic globalization,immigration, English for business, but there is a far wider range of access to tourism to

develop new relationships, friendships, cultural activities ... Learning new languages not only

brings economic benefits. The languages and cultures are very closely related, many argue

that it is virtually impossible to separate a language of a culture. And, if a language dies, is an

irreparable loss to a culture. I would add that, if a language is threatened, and the number of

people who speak it is narrowing, this entails an emotional state of fear that changes people.When a culture is threatened you have the feeling that something very important about

yourself may disappear, and that can change the way people relate to one another.

To have "success" in life, how many languages I speak?

Depends on what you consider success! [Laughs.] I believe that to be successful you should

be able to speak a language well. If you speak two, will be great because you're open to

another culture and maybe you'll realize that the best way of seeing things is not yours, what

can be more flexible, tolerant. To be successful in terms of economic opportunities, today youneed two or even better three languages. But it depends on each person, and what he wants

to travel and will have access to other cultures. If you are interested in other cultures, it will be

easier to learn their languages. There are people talking six, seven or eight languages, and

each new learning find it easier because they know the mechanisms of learning.


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MUN seems that the UN model isone way that students can

practically use English. This is a

particular community of practice of

teachers and students with specifictasks and ways of doing things.

Student self concept as users

become more concrete L2 and

language learning takes place

through interaction with others. In

turn the students to become more

autonomous, with a clear sense ofur ose in learnin and usin


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Finally, (in press) Kang recent study deserves

special attention

because qualitative methodology employed allowedhim to explore the situation

variables affecting WTC in detail. As described

above, a unique feature

WTC L2, in contrast to L1 WTC, its nature is

situated, and

therefore, the study of variables related to the socialand psychological

communication is particularly relevant here.

Investigating four men

Korean students at a university in the United States

for a period of eight months,

Kang found that the degree of WTC L2 wasdetermined by the interaction

psychological conditions of enthusiasm,

responsibility and safety,

and situational variables such as the subject, and

partners

the context of the conversation of communication.


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Tandem is a tool that connects two

online students to carry out a task

of learning languages,

simultaneously. This tool assigns

each student different content withinthe same task, to create interaction

between the two and creating a

need to communicate.

Tandem operates independently ofthe communication tool that could

be used Skype, Adobe Connect,

chat or other. Interestingly Tandem

student information obtained from

the learning management systemwhich is integrated (Moodle,

Mahara, etc.).

This tool is part of the Speakapps

funded with support of the Lifelong

Learning Programme of the

European Commission.


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In summary, the WTC is an identification

variable compound that attracts a

multitude of variables that learners have

been well established as influences onsecond language acquisition and use,

resulting in a construction in which

psychological factors linguisticorganically integrate teacher-student and

student-student interaction.


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THANKS A LOT

MARTIN EMILIO GUARANGUAY MORILLO

MARIBEL DELGADO

JHON JURADO

JEISSON ESPINOSA

other learner characteristics

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