Personal variation in language learning 2. Personality factors

The affective domain 1. Receiving-tolerating 2. Responding-committing 3. Valuing 4. Organisation of values 5. Developing an individual value system Schuman ( ): amygdala Learning = emotionally motivated activity

Aspects  Self-esteem  Inhibition  Risk-taking  Anxiety  Extroversion  Motivation

Self-esteem  „a personal judgement of worthiness” (Coopersmith, 1967)  Types:global situational or specific task-related  MacIntyre, Dörnyei, Clément & Noels (1998): direct + relation to „willingness to communicate”

Inhibition  Self-defence mechanism to protect ego  Language ego (Guiora, 1972, Ehrman, 1996)  Guiora et. Al. (1972)- the alcohol test ?? Effect on muscular tension  Guiora et.al. (1980)- the Valium test ?? Significant tester effect

 Stevick (1976) alienation between Critical me and performing me L1 culture and L2 culture Self and other learners Self and teacher  Ehrman (1999): thick and thin egos in SLL tolerance of mistakes

Risk-taking  Relation to inhibition and ambiguity tolerance  Moderate risk-taking correlates with language learning success accurate guesses based on skill  Low-risk takers=avoidance  High-risk takers=wild guesses

Anxiety  Types (Oxford, 1999) Trait State  Language anxitey (MacIntyre & Gardner, 1989) - communication apprehension - fear of negative social evaluation - text anxiety  Debilitative and facilitative anxiety

Extroversion  Extroversion - Sociable, talkative - Western ideal - Need to receive ego-enhancement, self-esteen from others  Introversion - Quiet, reserved - Derive a sense of wholeness and fulfillment independent of others - Inner strength

Motivation  Behaviouristic view - anticipation of reward - desire for positive reinforcement - external, individual forces in control

 Cognitive view - Degree of effort expended - Internal, individual forces in control - Driven by basic human needs  Exploration  Manipulation  Activity  Stimulation  Knowledge  Ego enhancement

 Constructivist view - Social context - Community - Social status and group security - Internal, interactive forces in control

Types  Integrative  Instrumental  Intrinsic  Extrinsic

Myers-Briggs character types  Extroversion  Sensing  Thinking  Judging  Introversion  Intuition  Feeling  Perceiving

Measuring affective factors  Problems - accuracy of self-perceptions - self-flattery syndrome - culturally ethnocentric, not transferrable  Solutions - variety of methods and instruments - validating