CHAPTER 6PERSONALITY FACTORS

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White

Plains, NY: Pearson Weil Hsu

Purely cognitive theories of learning will be rejected unless a role is assigned to affectivity

Ernest Hilgard

THE AFFECTIVE DOMAINBenjamin Bloom

(Krathwohl, Bloom, & Masia,1964)

1.Receiving

2.Responding

3.Valuing

4.Organization

5.Value System

Self-Esteem

By self-esteem, we refer to the evaluation which individuals make.

1.General or global self-esteem

2.Situational or specific self-esteem

3.Task self-esteem

Adelaide Heyde (1979)

Attribution Theory (歸因理論 )

Self-Efficacy (自我效能 )

Willingness to Communicate (溝通意願 )

Inhibition A newborn baby has no concept of its own

self. In adolescence, the physical, emotional, and

cognitive change of the preteenager and teenager bring on mounting defensive inhibitions to protect a fragile ego.

ego=egolentric

Language ego

------Guiora(1972a) and Ehrman(1996)

An adaptive language ego enables learners to lower the inhibition that may impede success.(P.158)

‧Alcohol and Valium

The inhibitions, the defenses, that we place between ourselves and others are important factors contributing to second langue success.

Thin ego boundaries Thick ego boundaries

Earl Stevick(1976b)

spoke of language learning as involving a number of forms of “alienation”.

Risk Taking Would like to make error Learners have to be able to gamble a bit, to be willing to try out

hunches about the language and take the risk of being wrong.

Beebe (1983,p.40) fear of risk taking

Loss of Identity

Dufeu (1994:89-90)

In the classroom

bad grades

fail on the exam

reproach from the teacher

smirk from a classmate

punishment or embarrassment imposed by oneself

Outside the classroom

Looking ridiculous Failed to communication Fear the alienation

Beebe(1983) Fossilization

May be due to a lack of willingness to take risks.

Anxiety

Anxiety (Horwitz, 2001 ;Oxford, 1999) Trait anxiety (特質性焦慮 ) State anxiety (狀態性焦慮 )

Communication apprehension

Fear of negative social evaluation

Test anxiety

Debilitative anxiety Facilitative anxiety

---------Alpert and Haber, 1960; Scovel, 1978

Harmful anxiety Helpful anxiety

-------Oxford, 1960

Empathy

Transaction The process of reaching out beyond the self to others

Empathy The process of putting yourself into someone else’s shoes.

Empathy is not synonymous with sympathy.

Development and exercising of empathy

1.An awareness and knowledge of one’s own feelings.

2.Identification with another person.

Extroversion

Extroversion Introversion Ausubel (1968, p.413)

Introversion and extroversion are a “grossly misleading index of social adjustment”.

Consider cultural norms Stereotype (刻板印象 )

Motivatin Theories of Motivation1.From a behavioral perspective2.In cognitive terms

Ausubel(1968, pp.368-397) a. the need for exploration b. the need for manipulation c. the need for activity d. the need for stimulation c. the need for knowledge f. the need for enbancement

3. A constructivist view of motivation

Behavioristic Cognitive Constructivist

Anticipation of reward

Desire to receive positive reinforcement

External, individual forces in control

Driven by basic human needs (exploration, manipulation, etc.)

Degree of effort expended

Internal, individual forces in control

Social context

Community

Social status

Security of group

Internal, interactive forces in control

Intrinsic motivationThose who learn for their own self-perceived needs and goals are intrinsically motivated.

Extrinsic motivationThose who pursue a goal only to receive an external reward from someone else are extrinsically motivated.

Instrumental and Integrative Orientious Robert Garden

and Wallace Lamber (1972)

Instrumental

academic or career related

Integrative

socially or culturally oriented

Gardner and Lambert (1972) and Spolsky(1969) found that integrativeness generally accompanied higher scores on proficiency tests in a foreign language.

Lukmani (1972) demonstrated that among Marathi-speaking Indian students learning English in India, those with instrumental orientations scored higher in tests of English proficiency.

Braj Kachru(1992,1997) English has become an international language, can be acquired very successfully for instrumental purposes alone.

They point out once again that there is no single means of learning a second language.

Most situations involve a mixture of each orientation.

Intrinsic and Extrinsic Motivation

Edward Deci (1975, p.23) Intrinsic not for extrinsic reward; just for their own sake; for their

internally rewarding; feelings of competence and self-determination.

Extrinsic typical extrinsic rewards are money, prizes, grades, and

positive feedback; to avoid punishment.

Which form of motivation is more powerful?

Intrinsic orientations, especially for long-term retention

Incongruity is not itself motivating, but optimal incongruity—or what Krashen (1985) called “ i + 1 ”

Maslow(1970) claimed that intrinsic motivation is clearly superior to extrinsic.

Jerome Bruner (1966b)

praising the “autonomy of self-reward”

the weakness of extrinsically

It is important to distinguish the intrinsic-extrinsic construct from Gardner’s integrative-instrumental orientation.

Kathleen Bailey (1986) Motivational dichotomies

Intrinsic Extrinsic

Integrative L2 learner wishes to integrate with the L2 culture (e.g., for immigration or marriage)

Someone else wishes the L2 learner to know the L2 for integrative reasons (e.g., Japanese parents send kids to Japanese language school)

Instrumental L2 learner wishes to achieve goals utilizing L2(e.g., for a career )

External power wants L2 learner to learn L2 (e.g., corporation sends Japanese businessman to U.S. for language training)

THE NEUROBIOLOGY OF AFFECT

John Schumann Amygdala (大腦中的杏仁核體 ) Sustained deep learning (SDL)

homeostatic value

sociostatic value

MYERS-BRIGGS CHARACTER TYPES(P.177,178)

MEASURING AFFECTIVE FACTORS First, the most important issue in measuring

affectivity is the problem of validity. A second related problem in the measure of

affective variable lies in what has been called the “self-flattery” syndrome (Oller, 1982, 1981b).

Finally, test of extroversion, anxiety, motivation, and other factors can be quite culturally ethnocentric, using concepts and references that are difficult to interpret cros-cultturally.