Affective Factors in Second Language Acquisition

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?