잉냥이

PLLT 6. Personality Factors 

: affective domain of second language acquisition

↳ intrinsic side of affectivity, extrinsic factors

: Ernest Hilgard(1963), purely cognitive theories of learning will be rejected unless a role is assigned to affectivity

: emotional side of human behavior

: culture conflict

: motivation

1) The Affective Domain

: Affect refers to emotion or feeling

: the affective domain is the emotional side of human behavior

① receiving-be aware of the environment surrounding them

② responding-is willing to respond voluntarily without coercion

③ valuing-commit themselves to the value to pursue it, seek it out, and want it, finally, to the point of
conviction

④ organization of values into a system of beliefs

⑤ characterized by and understand themselves in terms of their value system

2) Affective Factors in Second Language Acquisition

: understanding how human beings feel and respond and believe and value is an exceedingly important aspect of a theory of second language acquisition

2-1) Self-Esteem

: no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confidence, knowledge of your self, and self-efficacy

: personality development universally involves the growth of a person's concept of self, acceptance of self, and reflection of self as seen in the interaction between self and others

: (Coopersmith, 1967) self-esteem is a personal judgment of worthiness that is expressed in the attitudes that individuals hold toward themselves

: people derive their sense of self-esteem from the accumulation of experiences

① general or global self-esteem

: relatively stable

② situational or specific self-esteem

: self-appraisals in particular life situations

③ task self-esteem

: particular tasks within specific situations

: specific self-esteem might encompass second language acquisition in general and task self-esteem might appropriately refer to one's self-evaluation of a particular aspect of the process

: Does high self-esteem cause language success, or does language success cause high self-esteem?

2-2) Attribution Theory and Self-Efficacy

: attribution theory focuses on how people explain the causes of their own successes and failures

: internal to the learner-ability, effort

: external circumstances outside of the learner-perceived difficulty of a task, and luck

: self-efficacy (a high sense of self-efficacy, an appropriate degree of effort may be devoted to achieving success)

: a learner with low self-efficacy may quite easily attribute failure to external factors, a relatively unhealthy psychological attitude to bring to any task or an initial lack of ability

: one of the most important roles of successful teachers is to facilitate high levels of self-efficacy in their students

2-3) Willingness to Communicate

: the intention to initiate communication, given a choice

: some learners tend to avoid second language communication

↳ a number of cognitive and affective factors that underlie this tendency

: motivation, personality, intergroup climate, and two levels of self-confidence

: higher levels of WTC were associated with learners' who experienced social support, particularly from friends, offering further evidence of the power of socially constructed conceptions of self

2-4) Inhibition

: sets of defenses to protect the ego

① the new born baby has no concept of its own self

: gradually it learns to identify a self that is distinct from others

② in childhood,

: the growing degrees of awareness, responding, and valuing begin to create a system of affective traits that individuals identify with themselves

③ in adolescence,

: the physical, emotional, and cognitive changes of the preteenager and teenager bring on mounting defensive inhibitions to protect a fragile ego, to ward off ideas, experiences, and feelings that threaten to dismantle the organization of values and beliefs on which appraisals of self-esteem have been founded

: The process of building defenses continues into adulthood

: those with weaker self-esteem maintain walls of inhibition to protect what is self-perceived to be a weak or fragile ego, or a lack of self-confidence in a situation or task

: an adaptive language ego enables learners to lower the inhibitions that may impede success

: empathy and inhibition are closely linked

: the inhibitions, the defenses, that we place between ourselves and others are important factors contributing to second language success

: the openness, vulnerability, and ambiguity tolerance of those with thin ego boundaries create different pathways to success from those with hard-driving, systematic, perfectionistic, thick ego boundaries

: anyone who has learned a foreign language is acutely aware that second language learning actually necessitates the making of mistakes

: Earl Stevick(1976)- language learning as 'alienation'

↳ alienation between the critical me and the performing me, between my native culture and my target culture, between me and my teacher, and between me and my fellow students

↳ this alienation arises from the defenses, which inhibit learning, and their removal can therefore promote language learning

2-5) Risk Takin

: risk taking is an important characteristic of successful learning of a second language

: 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

: feel comfortable

: create a climate of acceptance that will stimulate self-confidence

: allowing themselves to take risks without feeling embarrassed

: high risk taking will yield positive results in second language learning; however, such is not usually the case

↳ (Beebe, 1983) person with a high motivation to achieve are... moderate, not high, risk-takers

: (Rubin & Thompson, 1994) successful language learners make willing and accurate guesses

: self-esteem seems to be closely connected to a risk-taking factor

: fossilization, or the relatively permanent incorporation of certain patterns of error may be due to a lack of willingness to take risks

2-6) Anxiety

: at the deepest, or global, level, trait anxiety-predictably and generally anxious

: at the more momentary, or situational level, state anxiety-particular event or act

: recent research on language anxiety focuses more specifically on the situational nature of state anxiety

: foreign language anxiety can be distinguished from other types of anxiety and that it can have a negative effect on the language learning process

: debilitative and facilitative anxiety (harmful and helpful anxiety)

: several studied have suggested the benefit of facilitative anxiety in learning foreign language

: in Bailey's (1983) study, facilitative anxiety was one of the keys to success, closely related to competitiveness

: both too much and too little anxiety may hinder the process of successful second language learning

: anxiety is the cause of poor performance in a second language, or the product of less than satisfactory performance

: anxiety in a foreign language class could be the result of first language deficits, namely, difficulties that students may have with language "codes" (phonological, syntactic, lexical, semantic features)

: Linguistic Coding Deficit Hypothesis (LCDH)

: self-efficacy and attribution are keys to other affective variables, especially to anxiety

2-7) Empathy

: putting yourself into someone else's shoes

: empathy-more possibility of detachment/ sympathy connotes an agreement or harmony bet individuals

: understand the other person's affective and cognitive states

: cognitive empathy

2-8) Extroversion

: a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people

: introverts can have an inner strength of character that extroverts do not have

: extroverted person may protect his or her own ego, with extroverted behavior being symptomatic of defensive barriers and high ego boundaries

: introverted, quieter, more reserved person may show high empathy

: introverts were significantly better than extroverts in their pronunciation

: extroverted were likely to make better use of learning strategies

3. Motivation

3-1) Theories of Motivation

3-2) Instrumental and Integrative Orientations

* instrumental

:　acquiring a language as a means for attaining instrumental goals-furthering a career, reading technical material, translation, and so forth

* integrative

: wished to integrate themselves into the culture of the second language group and become involved in social interchange in that group  

3-3) Intrinsic and Extrinsic Motivation

: intrinsically motivated activities are ones for which there is no apparent reward except the activity

: intrinsically motivated behaviors-competence and self-determination

: intrinsic orientations, especially for long-term retention

: extrinsic motivation is fueled by the anticipation of a reward from outside and beyond the self