affective factors

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Source: Developing Second Language Skills, K. Chastain, Chapter 5

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Page 1: Affective factors

Source: Developing Second Language

Skills, K. Chastain, Chapter 5

Page 2: Affective factors

Affective Variables

Cognitive Variables

Social Variables

Biological Variables

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Page 3: Affective factors

Overachiever vs.

UnderachieverSelf concept Attitude

PerseveranceInternal vs.

External Locus of Control

Introversion vs.

Extroversion

Interests and Needs

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Page 4: Affective factors

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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Page 20: Affective factors

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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Page 21: Affective factors

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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Page 22: Affective factors

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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Page 23: Affective factors

•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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Page 24: Affective factors

• 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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Page 25: Affective factors

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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Page 26: Affective factors

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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Page 27: Affective factors

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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Page 28: Affective factors

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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Page 29: Affective factors

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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Page 30: Affective factors

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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Page 31: Affective factors

• 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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Page 32: Affective factors

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:

Page 33: Affective factors

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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