Upload
joella-warner
View
218
Download
4
Tags:
Embed Size (px)
Citation preview
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
of Education, Universiti Malaya KL
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
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
of Education, Universiti Malaya KL
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
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
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
INTRINSIC MOTIVATION IN THE CLASSROOM• Cannot begin to instruct students without attending to their:
1.Self-efficacy2.Anxieties3.Motivations4.Other personality variables
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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…!
PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL