personality factors in sla

PERSONALITY FACTORS in sla

Presented by:

Siti Nurfatihah ZakariaRadhiah binti YunusHatice ErdoganSumeye SahinJang Lu RuiLi Yu

University of Malaya, KL

CONTENTSTHE

AFFECTIVE DOMAIN

AFFECTIVE FACTORS IN SLA

MOTIVATION

THE NEUROBIOLOGY OF AFFECT

PERSONALITY TYPES &

LANGUAGE ACQUISITION

MEASURING AFFECTIVE FACTORS

INTRINSIC MOTIVATION

IN CLASSROOM

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

THE AFFECTIVE DOMAIN

Bloom and Development of the Affective Domain:

Development begins with • Receiving• Responding• Valuing. Placing worth• Organization. System of beliefs &

Hierarchy• Act in accordance with the value

systemPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty

of Education, Universiti Malaya KL

Affective Factors in SLASelf-

esteem

AT & SLA

WTC

Inhibition

Risk Taking

Anxiety

Empathy

Extroversion


Self-esteemPersonal Judgment of worthiness that is expressed in the attitudes that individuals hold toward themselves.

Derived from experiences with themselves and others, and assessments of the external world.

3 levels of self-esteem:

General or Global – (overall self-appraisal over time)

Situational / Specific – (self-appraisal in particular life situations)

Task – (particular tasks within specific situations)

Teachers can have a positive and influential effect on:1. Linguistic performance2. The Emotional well-being of the studentsPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty


Attribution Theory & Self-Efficacy Attribution theory : how people explain their successes and failureso 4 explanations:

- Internal: Ability; Effort- External: Perceived difficulty of task; Luck

* Learners tend to explain; that is to “attribute”

Self-efficacy : o a feeling about a capability of carrying out a tasko a learner with lower self-efficacy may attribute failure

* it is essential for learners to believe in themselves


Willingness to Communicate• An underlying continuum representing the predisposition toward OR away from communicating, given the choice

• The intention to initiate communication, given a choice

• Related to 2 types of self-confidence• State communicative self confidence• L2 self-confidence

• It is also related to self-efficacy PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of

Education, Universiti Malaya KL

Inhibition All human beings build sets of defenses to protect the ego (concept of one’s self )

Newborns – no concept of own selfChildhood – begin to create itAdolescence– changes: Physical, Emotional,

and Cognitive > defensive inhibitions to protect fragile EGO

Adulthood – more building defenses L2 acquisition involves a New Identity adaptive language ego enables learners to lower inhibitions that may impede success.removal of defenses promote language learning


Risk Taking Good language learners have the ability to make intelligent guesses Impulsivity –> positive effects in L2

Take the risk of being wrong (bad grade, fail in one exam, punishment, embarrassment)

1.High Risk-Takers: may need to be “tamed” 2.Silent Students: Encourage guessing 3.Value the student as persons for those

risks that they take.


Anxiety Associated with feelings of frustration, self-

doubt, apprehension, worry, or uneasiness. Levels of Anxiety:

1. Trait * - permanent predisposition2. State * - momentary or situational3. Debilitative * - harmful4. Facilitative * - helpful > POSITIVE FACTOR

Differentiate if the anxiety is Trait (permanent) or State

(momentary) Promote a Facilitative Anxiety (positive

effects)PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty


Empathy• Language > keeps bonds of society• Social transaction - to reach out beyond the self to others > tool: language)• Transactional variables – imitation, modeling, empathy, etc• SL: important variables: Empathy and Extroversion

“putting yourself into someone else’s shoes”• Communication requires a sophisticated degree of empathy.• To be able to understand the other person’s affective and cognitive states• The need to define empathy cross-culturally

how different cultures express empathy


Extroversion Stereotype: (gregarious, “life of the party”)

•influence teachers’ perception of students.• prejudging on the basis of perceived extroversion.

Extroverts. “Need to receive ego enhancement, self-esteem, and a sense of wholeness from other people.”

NEED OTHER people to feel “good” contrary to stereotypes

Introverts can have an inner strength of character • Cultural factor: improper to speak out

Extroversion may be a symptom of defensive barriers• There is no correlation between extroversion and L2 success


MOTIVATIONTheories of motivation

• Anticipation of reward• Desire to perceive info• External, individual forces in control

Behavioristic

• Driven by basic human needs• Degree of effort expended• Internal, individual forces in controlCognitive

Constructivist• Social context• Community• Social status

• Security of groups

• Internal, interactive

forces in controlPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of

Education, Universiti Malaya KL

Instrumental and Integrative Orientationsa. Instrumental - acquire a language as a

means for attaining instrument goals (reading technical material, translation, furthering a career, etc.)

b. Integrative - integrate themselves into the culture of L2 group & become involved in social interchange in that group

c. Assimilative - a more profound need to identify almost exclusively with the target language culture, possibly over a long-term period


Intrinsic and Extrinsic Motivation

INTRINSIC EXTRINSICINTEGRATIVE L2 learner

wishes to integrate with the L2 culture

Someone else wishes the L2 learner to know the L2 for integrative reasons

INSTRUMENTAL

L2 learner wishes to achieve goals utilizing L2

External power wants L2 learner to learn L2


THE NEUROBIOLOGY OF AFFECT

Positron Emission Tomography (PET), Magnetic Resonance Imaging (MRI)

Affectivity and mental/emotional processing > L2

Amygdala (temporal lobes of the human brains) – ability to make an appraisal of a stimulus

To decide if your perception is pleasant and relevant or unpleasant and painful


PERSONALITY TYPES &LANGUAGE ACQUISITION

• The most popular measurement of personality characteristics is the Myers-Briggs Type Indicator (commonly referred to as the “Myers-Briggs test”)

• Four two-dimensional categories:i. Introversion vs. extroversionii. Sensing vs. intuitioniii.Thinking vs. feelingiv. Judging vs. perceiving


MEASURING AFFECTIVE FACTORS

Paper-and-pencil tests: asking for self rating by the learner

1. Validitya) widely validated previously b) do not rely on only one instrument

2. Self-flattery syndrome perceptions are biased > desirable personality type

3. Culturally ethnocentric difficult to interpret cross-culturally


INTRINSIC MOTIVATION IN THE CLASSROOM• Cannot begin to instruct students without attending to their:

1.Self-efficacy2.Anxieties3.Motivations4.Other personality variables


INTRINSIC MOTIVATION IN THE CLASSROOM• Think about the interplay

in the classroom between intrinsic and extrinsic motives (add interesting, learner-centered group/pair activities – give students choices in topics & approaches)

• Consider own design of classroom techniques

• Consider “10 commandments” for motivating learners:

10 COMMANDMENTS

Set example Create atmosphere

Present properly

Develop relationship

Increase linguistic self-confidenceMake it

interesting

Promote learners’ autonomy

Personalize learning process

Increase learners’

goal

Familiarize with the culture



Source: Brown, H. Douglas. 2007. Principles of

Language Learning and Teaching, 5th Edition.

White Plains, NY: Pearson Education. Chapter 6.

Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language &

Literacy Faculty of Education University of Malaya KL

Created by: Siti Nurfatihah Zakaria, Radhiah binti Yunus, Hatice

Erdogan, Sumeye Sahin, Jang Lu Rui, Li Yu

Facilitator: Jessie Grace U. Rubrico, PhD www.languagelinks.org

THANK YOU…!


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