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PERSONALITY FACTORS in sla

PERSONALITY FACTORS in sla. Presented by: Siti Nurfatihah Zakaria Radhiah binti Yunus Hatice Erdogan Sumeye Sahin Jang Lu Rui Li Yu University of Malaya, KL. CONTENTS. THE AFFECTIVE DOMAIN. Bloom and Development of the Affective Domain: Development begins with Receiving Responding

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PERSONALITY FACTORS in sla

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  1. PERSONALITY FACTORS in sla Presented by: Siti Nurfatihah Zakaria Radhiah binti Yunus Hatice Erdogan Sumeye Sahin Jang Lu Rui Li Yu University of Malaya, KL

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

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

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

  5. Self-esteem • Personal 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: • Linguistic performance • The Emotional well-being of the students PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

  6. Attribution Theory & Self-Efficacy • Attribution theory : how people explain their successes • and failures • 4 explanations: • Internal: Ability; Effort • External: Perceived difficulty of task; Luck • * Learners tend to explain; that is to “attribute” • Self-efficacy : • a feeling about a capability of carrying out a task • a learner with lower self-efficacy may attribute failure • * it is essential for learners to believe in themselves PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

  7. 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

  8. Inhibition All human beings build sets of defenses to protect the ego (concept of one’s self ) Newborns – no concept of own self Childhood – begin to create it Adolescence– 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 PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

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

  10. Anxiety Associated with feelings of frustration, self-doubt, apprehension, worry, or uneasiness. Levels of Anxiety: Trait * - permanent predisposition State * - momentary or situational Debilitative * - harmful 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 of Education, Universiti Malaya KL

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

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

  13. MOTIVATION • Theories of motivation • Social context • Community • Social status • Security of groups • Internal, interactive • forces in control Constructivist PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

  14. Instrumental and Integrative Orientations • Instrumental - acquire a language as a means for attaining instrument goals (reading technical material, translation, furthering a career, etc.) • Integrative - integrate themselves into the culture of L2 group & become involved in social interchange in that group • Assimilative - a more profound need to identify almost exclusively with the target language culture, possibly over a long-term period PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

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

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

  17. 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: • Introversion vs. extroversion • Sensing vs. intuition • Thinking vs. feeling • Judging vs. perceiving PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

  18. MEASURING AFFECTIVE FACTORS • Validitya) widely validated previously b) do not rely on only one instrument • Self-flattery syndromeperceptions are biased > desirable personality type • Culturally ethnocentricdifficult to interpret cross-culturally Paper-and-pencil tests: asking for self rating by the learner PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

  19. INTRINSIC MOTIVATION IN THE CLASSROOM • Cannot begin to instruct students • without attending to their: • Self-efficacy • Anxieties • Motivations • Other personality variables PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

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

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

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

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