1. Affective Factors
Chapter 6

2. What is the Affective Domain?
Affect – emotions
Affective Domain – emotional side of human behavior
In psycholinguistics, the affective domain is one of the most important aspects of language development
In groups, consider these questions:
Why is the affective domain important?
How do emotions affect learning?

3. Bloom’s Conception of the Affective
Receiving
Respond
Valuing
Organized
Self-Identity

4. Self-Esteem and Self-Efficacy
Self-Esteem – how you evaluate your own competence (positive, negative)
“…no successful cognitive or affective activity can be carried out without” good self-esteem
Global Self-Esteem – overall idea of yourself
Situational Self-Esteem – how you view yourself in a particular situation
Task Self-Esteem – how you view yourself when performing specific tasks
Self-Efficacy – perception that you can achieve something
If a student has a lot of self-efficacy, then they will be willing to complete a task and do it well
How does self-esteem affect language learning?

5. Other Factors… Inhibition – “walls” to protect self-esteem
Someone criticizes you, and you think, “Well, they are just stupid, so their opinion doesn’t matter.”
Ego – the amount of positive or negative thoughts you have about yourself
Language ego
Ego boundaries – thick or thin
Risk Taking – how much risk is a student willing to take?
Empathy – understanding someone else’s situation
How can we break through the walls of inhibition for our students?

6. Anxiety Anxiety – nervousness Kinds of Anxiety: Anxiety Attack
Trait Anxiety – linked to your self-esteem
State Anxiety – linked to a situation
Debilitative – when anxiety hurts you
Facilitative – when anxiety helps you
Kinds of Anxiety:
Communication and thought disruption
Fear of peers
Test anxiety

7. Extroversion and Introversion
Extroverted Person
Receives happiness and stress relief from other people
Introversion
Introverted Person
Receives happiness and stress relief when away from other people
Which one are you?
What are the advantages/disadvantages for students wanting to learn a different language?

8. Activity – Role-Play
Every student is different and every student has their own affective factors that they bring to language learning.
After hearing about the role-play, make some notes on how you can help this person to better learn language:
Identify the problem
How does that affect language learning?
How can you help to fix it?

9. Personality Type – Myers-Briggs Test
Showcases the following distinctions:
Introversion versus Extroversion
Sensing versus Intuition
Thinking versus Feeling
Judging versus Perceiving

10. What is your personality type?
Consider, what is your personality?
Does your personality change overtime?
By yourself, answer this question:
What is the best way to teach someone with your personality type?

11. Assets and Liabilities
Asset – something that is valuable
Liability – something that can cost negatively

12. Motivation Motivation – emotional drive to do something Behavioral
Intrinsic – from the inside
Extrinsic – from the outside
Behavioral
Anticipation of reward
Cognitive
Motivation drives us to make the choices or goals we make and avoid others
Constructivist
Social desires and individual personal choices

13. Cognitive Motivation Exploration Manipulation Activity Stimulation
Knowledge
Ego Enhancement
Cognitive Motivation

14. Motivation Activity In groups, answer the following questions:
How is intrinsic motivation connected to language learning?
How is extrinsic motivation connected to language learning?
Which theory of motivation makes the most sense for language learning? Why?

15. Two Perspectives of the Affective Domain
Student
Teacher

16. Student Is the student interested? Is it relevant to the student?
Is it a reasonable challenge for the student?
Does it encourage the student?
Is the student motivated?
Does the activity fit with their personality type?

17. Teacher Are you enthusiastic about the lesson?
Do you feel that you know the students’ personalities?
Are you giving them choices that they are happy to make?
Are you reinforcing positive ideas and strategies?
Does your lesson have purpose?
Can you bring out the best of your students?

18. Group Work
Imagine you have a classroom full of English language students.
You will receive a personality type for each student.
Using what we know about the personalities, come up with:
Learning strengths
Learning weaknesses
Best way to learn
Worst way to learn
Best way to engage them