Language Teaching and Learning: Affective and Effective (ILT) KU Leuven Jane Arnold University of Seville

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Presentation transcript:

Language Teaching and Learning: Affective and Effective (ILT) KU Leuven Jane Arnold University of Seville

Affect refers to a wide range of phenomena that have to do with emotions, moods, dispositions and preferences. (Oatley and Jenkins)

The mind without affect isn’t really mind at all. (Joseph LeDoux)

TEACHING: The art of changing the brain. (Dr. Zull)

Success in language learning depends less on materials, techniques and linguistic analysis and more on what goes on inside and between the people in the classroom. (Earl Stevick) __ +

Affect in language learning INSIDE [Individual factors] BETWEEN [relational factors] Motivation Anxiety Self-esteem Learning styles …… …between teacher and students …between students

The existential competence (savoir etre) includes Attitudes Motivation Values Beliefs Learning styles Personality factors ▫ Self-confidence ▫ Self-esteem These factors are very important as they “affect not only the language users’/learners’roles in communicative acts but also their ability to learn.” (Common European Framework)

Reasons to be concerned not only about the language but also about what goes on inside and between the people in the classroom Interaction is more effective if learners get to know each other. Students find it easier to speak in an emotionally secure atmosphere. The group will influence how we feel when we walk into the classroom and that influences what we learn

The life of our classroom groups Pleased to meet youBreaking the ice Working togetherActivities to help the group become a real group, a learning community. We’re like thisThe group is formed, students are working and enjoying the group. Bye-for nowWe say good-bye but we continue.

Motivation action success (desire+energy) Effect of motivation of learning

SEEDS OF CONFIDENCE IN LANGUAGE TEACHING *********

FIVE COMPONENTS OF SELF-ESTEEM Security (I know I am safe) Security (I know I am safe) Identity (I know who I am) Identity (I know who I am) Belonging (I know others accept me) Belonging (I know others accept me) Purpose (I know what I want to achieve) Purpose (I know what I want to achieve) Competence (I know I am capable) Competence (I know I am capable) (model of Robert Reasoner) (model of Robert Reasoner) “I’m ok”

If teachers are motivated to teach, there is a good chance that their students will be motivated to learn. (Dörnyei and Ushioda)

Without emotion there is no curiosity, no attention, no learning, no memory… Francisco Mora (Neuroeducación, 2013)

Language and Cultural Encounters (LCE) Seville