Affective Factors in SLA Lynn W Zimmerman, PhD

Language Ego Everyone has a language ego, because a person’s language forms an important part of their identity (Guiora et al., 1972). How someone talks defines who he or she is. At a subconscious level, learning a new language might threaten the language ego.

Attitudes and Accents Older learners who acquire a 2 nd language and speak with little or no foreign accent are often people who admire and identify with the people who live in a country where the language is spoken.

CPH and Pronunciation CPH - applies primarily to pronunciation. Adults can acquire a 2 nd language and develop a native-like accent. Other adults make persistent errors in vocabulary and syntax when they speak a 2 nd language. Individual differences come into play.

Personality and Learning Style Learning style - the preferences an individual has of obtaining, processing, and retaining information. Personality factors ◦ Extroversion/Introversion ◦ Risk taking ◦ Field Independence

Extroversion/Introversion Each can be beneficial for language learning. Introvert ◦ more studious and strives toward academic success ◦ may be better at learning than extroverts Extrovert ◦ more gregarious and talkative ◦ may acquire language better because they are more open to social encounters Benefit from different types of activities and tasks

Risk Taking Connected to one’s willingness to fail and one’s tolerance of ambiguity Good language learners tend to be willing to take risks. Correlation between risk taking and class participation (not necessarily with long-term success) (Ely, 1986) More willing to take a risk when threatened with a loss, than merely for gain (Kahneman, Slovic, & Tversky, 1982) People may interpret gain and loss differently.

Field Independence/Dependence Field independent ◦ highly analytical, focused, self-reliant ◦ can ignore confusing information ◦ may be better at analytical language tasks Field dependent ◦ pays great attention to context ◦ what’s around them may get in the way ◦ may be better in social interactions Mixed results in SLA research

Fluid Ability Abilities are independent of any content area Fluid ability is significant for language aptitude (Chapelle & Green, 1992) Language analytic ability ◦ Developed through linguistic experience in L1, other languages, or linguistics ◦ Comes into play when learning related languages General analytic ability ◦ Not related to experience; correlates with fluid ability ◦ Comes into play when learning unrelated languages

Learning Strategies Good language learners tend to use strategies which help them learn and use language proficiently ◦ Identifying what needs to be learned ◦ Grouping/categorizing for easier learning ◦ Having frequent contact with the material ◦ Using rote memorization where necessary

Some questions Can you teach these strategies? Will the same strategies work for every learner? How do you determine what works and what doesn’t?

References Freeman, D. & Freeman, Y. (2014). Essential linguistics. Portsmouth, NH: Heinemann. Gass, S. & Selinker, L. (2008). Second language acquisition. NY: Routledge.