Affectivity in TESOL Week 8 NJ Kang

Parent’s influence on L2 learning Active role (Explicit)  Negative or Positive attitudes influence strongly Passive (Implicit)  Indirectly given perception of Parents affective on L2 learning

The Socio Educational Model Gardner, Smythe, Kirby and Bramwell, 1975) The relative degree of success will be influenced to some extent by the individual’s attitudes toward the other community or to other communities in general as well as by the beliefs in the community which are relevant to the language learning process.

Example1 If the cultural belief is that it is very difficult to learn a second language, the general level of achievement will be low, and moreover individual differences in achievement will be related to individual difference in intelligence, aptitude, motivation, and /or anxiety.

Example 2 If it were expected that most individuals would learn a second language, the general level of achievement would be high, and individual differences in this achievement would be more highly related to intelligence and aptitude than to the other variables,

Four different types of individual differences Intelligence, Language aptitude, Motivation and Situational anxiety.

Intelligence Is assumed to play a role because it determines how well or how quickly individuals understand the nature of any learning task or any explanations provided .

Language aptitude Is defined as a series of verbal and cognitive abilities that would play a role in language learning

Motivation Refers to the effort, want (desire), and affect associated with learning a second language and is seen as important in determining how actively the individual works to acquire language material.

Situational anxiety Associated with language itself is viewed as important because it would have an inhibiting effect on the individual’s performance.

In formal context Since instruction is a central aspect of the formal context, all four individual difference variables would influence the learning process

In informal context Primarily influenced by their degree of motivation and/or anxiety. Their level of intelligence and aptitude will influence how much language material is learned, but since their effects are contingent upon the students entering the situation, they play secondary roles.

The Socio Educational Model Four classes of variables Social Milieu Language contexts Outcomes Individual Differences The social milieu Individual differences, ‘ Language acquisition on context and Outcomes

Central Theme The beliefs in the community concerning the importance and meaningfulness of learning the language, the nature of skill development expected, and the particular role of various individual difference in the language learning process will influence second language acquisition.

Krashen’s Monitor Model Attitudes and motivation in some way facilitate the input of information Attitudes Input In Monitored Motivation Input Monitor Free

Carroll’s Conscious reinforcement (1981) Reinforcement theory based Intent: language behavior is initiated by an intent to communicate information. Desired end: reinforcement occurs when the response produces a desired end. Desired end Intent Reinforcement

Carroll’s Conscious reinforcement (1981) Some social reason underlying the desire to communicate. Social Reasons Desired end Intent Reinforcement

Carroll’s Conscious reinforcement (1981) The performance grammar implies some cognitive component comparable to language aptitude and /or intelligence. Performance of Grammar Cognitive Component Language Aptitude Intelligence

Bialystok’s Strategy model Individuals must seek out language exposure. Monitoring and formal and functional practising indicate goal-directed behaviour.  motivational component Some do better than others (strategies) Use cognitive and affective processes It is as aptitude variables in the socio-educational model.

Lambert’s social psychological model Difference is that the social psychological model predicts direct causal links between attitudes and orientations and second language proficiency, L2 Proficiency Attitudes Orientation

Lambert’s social psychological model while the socio educational one argues that this association is mediated by motivation. Motivation L2 Proficiency Attitudes Orientation

Differences between Socio Psychology and Socio Educational Model The effects of proficiency on self-identity Socio educational model concerns with students in the process of studying a second language and not with individuals on the road to becoming bilingual. One’s self-identity is not inconsistent with idea of non-linguistic outcomes of language study.

Schumann’s acculturation model Concerns Language acquisition in a natural environment. Many of the social variables are comparable to cultural beliefs, The individual variables such as language and cultural shock are conceptually similar to situational anxiety Motivation is a concept common to both models, and although ego permeability sounds unique, it refers to the ability to identify with others and is, therefore, conceptually similar to the integrative component of motivation in the socio-educational model.

Clement’s Social Context Model Includes many aspects of the socio-educational model It differs mainly in its focus on the cultural context as a determinant of the types of motivation that will be implicated in language learning, and the inclusion of fear of assimilation as an element of integrativeness.

Giles’ intergroup model Is concerned solely with second language acquisition by minority group members. A situation which makes ethnicity salient to the individual, and one such situation could be the language learning context. Places considerable emphasis on integration with the other community as a major motivational construct. It also includes intelligence, language aptitude, situational anxiety, language acquisition contexts, and language learning outcomes

Gardner’s motivational theory 11/27/2018 copyright 2006 www.brainybetty.com

Gardner sees L2 learning is Mediating factors between different ethnolinguistic communities in multicultural settings. 11/27/2018 copyright 2006 www.brainybetty.com

Motivation is to Learn the language of the other community to be a primary force responsible for enhancing or hindering intercultural communication and affiliation. 11/27/2018 copyright 2006 www.brainybetty.com

G’s No.1 Motivational aspect is “Integrativeness” A significant portion of the variance in language learners’ motivational disposition and motivated learning behavior.

G’s No.1 Motivational aspect is “Integrative Intergrative orientation Intergrativeness Intergrative motive.

Integrative motivational orientation Positive interpersonal /affective disposition toward the L2 group and the desire to interact with and even become similar to valued members of that community.

Dornyei In EFL? 11/27/2018 copyright 2006 www.brainybetty.com

Psychological and emotional identification. Dornyei Psychological and emotional identification. To cultural and intellectual identification. (toward NT/ES) (toward L2/LF) 11/27/2018 copyright 2006 www.brainybetty.com

Identification process So Dornyei & Csizer (2002) Identification process

Identification process within the individual’s self concept Ideal self Identification process within the individual’s self concept

copyright 2006 www.brainybetty.com 2) Possible selves represent individuals’ ideas of what they might become, what they would like to become, and what they are afraid of becoming, and thus provide a conceptual link between cognition and motivation (Markus and Nurius, 1986) 11/27/2018 copyright 2006 www.brainybetty.com

Dornyei Self Ideal Gardner Interativeness 11/27/2018 copyright 2006 www.brainybetty.com

Alternative theoretical approaches

Alternative theoretical approaches Self determination theory Attribution theory Goal theory.

Motivational orientations and Self-Determination Theory (Deci & Ryan, 2002) Noels et al., 2000: Intrinsic motivation & Extrinsic motivation Relationship of student autonomy and The language teacher’s communicative style. (Benson, 2001) Learner autonomy and L2 motivation (Spratt, Humphreys, & chan, 2002; Ushioda, 1996, 2001)

Extrinsic vs Intrinsic 11/27/2018 copyright 2006 www.brainybetty.com

Extrinsic? Intrinsic? For Social Psychology? 11/27/2018 copyright 2006 www.brainybetty.com

L2 motivation and Attribution Theory Link people’s past experiences with their future achievement efforts by introducing causal attributions as the mediating link; Past failure on a particular task to low ability on our part, the chances are that we will not try the activity ever again, --- (p. 9)

Attribution? In Social Psychology? 11/27/2018 copyright 2006 www.brainybetty.com

Goal Theories (Belmechri& Hummel, 1998; Clement & Kruidenier, 1983; McClelland, 2000 ) Goal salience, specificity of the learner’s goals Frequency of goal-setting strategies used (Tremblay & Gardner, 1995) Goal orientation theory (very popular)

Goal? In Social Psychology? 11/27/2018 copyright 2006 www.brainybetty.com

Home work Define the factors that influence parents’ attitudes toward L2 learning and how it affects on students’ L2 learning. What theoretical (socio education and psychology) perspectives can be implied in L2 learning? Explain concepts of each theory in the book and how these can be related to Social psychology, and how the knowledge can be used in our L2 teaching. Read the article and define; Gifted education, Characteristics of gifted kids, Emotion and behavior of gifted kids in the educational settings. And link these to Social Psychology

Final Assignment A mini research Title: The effect of gifted education and socio-psychology in improving person’s attitudes in (L2 learning) 1) Select one or two students (the person for the midterm) 2) Choose appropriate methodologies for improving attitudes toward L2 learning (or perception of learning, or of living) and for improving L2 learning outcome (You can choose one of these)