1. PERSONALITY FACTORS in sla Presented by: Siti Nurfatihah Zakaria Radhiah binti Yunus Hatice Erdogan Sumeye Sahin Jang Lu Rui Li Yu University of Malaya, KL

2. CONTENTS THE AFFECTIVE DOMAIN AFFECTIVE FACTORS IN SLA MOTIVATION THE NEUROBIOLOGY OF AFFECT PERSONALITY TYPES & LANGUAGE ACQUISITION MEASURING AFFECTIVE FACTORS INTRINSIC MOTIVATION IN CLASSROOM PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

3. THE AFFECTIVE DOMAIN Bloom and Development of the Affective Domain: Development begins with Receiving Responding Valuing. Placing worth Organization. System of beliefs & Hierarchy Act in accordance with the value system PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

4. Affective Factors in SLA Self- esteem AT & SLA WTC Inhibition Risk Taking Anxiety Empathy Extroversion PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

5. Self-esteem Personal Judgment of worthiness that is expressed in the attitudes that individuals hold toward themselves. Derived from experiences with themselves and others, and assessments of the external world. 3 levels of self-esteem: General or Global – (overall self-appraisal over time) Situational / Specific – (self-appraisal in particular life situations) Task – (particular tasks within specific situations) Teachers can have a positive and influential effect on: 1.Linguistic performance 2.The Emotional well-being of the students PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

6. Attribution Theory & Self-Efficacy  Attribution theory : how people explain their successes and failures o 4 explanations: -Internal: Ability; Effort -External: Perceived difficulty of task; Luck * Learners tend to explain; that is to “attribute”  Self-efficacy : o a feeling about a capability of carrying out a task o a learner with lower self-efficacy may attribute failure * it is essential for learners to believe in themselves PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

7. Willingness to Communicate An underlying continuum representing the predisposition toward OR away from communicating, given the choice The intention to initiate communication, given a choice Related to 2 types of self-confidence State communicative self confidence L2 self-confidence It is also related to self-efficacy PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

8.  All human beings build sets of defenses to protect the ego (concept of one’s self ) Newborns – no concept of own self Childhood – begin to create it Adolescence– changes: Physical, Emotional, and Cognitive > defensive inhibitions to protect fragile EGO Adulthood – more building defenses  L2 acquisition involves a New Identity  adaptive language ego enables learners to lower inhibitions that may impede success.  removal of defenses promote language learning PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

9.  Good language learners have the ability to make intelligent guesses  Impulsivity –> positive effects in L2  Take the risk of being wrong (bad grade, fail in one exam, punishment, embarrassment) 1.High Risk-Takers: may need to be “tamed” 2.Silent Students: Encourage guessing 3.Value the student as persons for those risks that they take. PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

10.  Associated with feelings of frustration, self-doubt, apprehension, worry, or uneasiness.  Levels of Anxiety: 1. Trait * - permanent predisposition 2. State * - momentary or situational 3. Debilitative * - harmful 4. Facilitative * - helpful > POSITIVE FACTOR  Differentiate if the anxiety is Trait (permanent) or State (momentary)  Promote a Facilitative Anxiety (positive effects) PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

11. Language > keeps bonds of society Social transaction - to reach out beyond the self to others > tool: language) Transactional variables – imitation, modeling, empathy, etc SL: important variables: Empathy and Extroversion  “putting yourself into someone else’s shoes” Communication requires a sophisticated degree of empathy. To be able to understand the other person’s affective and cognitive states The need to define empathy cross-culturally  how different cultures express empathy PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

12.  Stereotype: (gregarious, “life of the party”) influence teachers’ perception of students. prejudging on the basis of perceived extroversion.  Extroverts. “Need to receive ego enhancement, self-esteem, and a sense of wholeness from other people.”  NEED OTHER people to feel “good”  contrary to stereotypes  Introverts can have an inner strength of character Cultural factor: improper to speak out  Extroversion may be a symptom of defensive barriers There is no correlation between extroversion and L2 success PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

13. MOTIVATION Theories of motivation Anticipation of reward Desire to perceive info External, individual forces in control Behavioristic Driven by basic human needs Degree of effort expended Internal, individual forces in control Cognitive Constructivist Social context Community Social status Security of groups Internal, interactive forces in control PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

14. Instrumental and Integrative Orientations a. Instrumental - acquire a language as a means for attaining instrument goals (reading technical material, translation, furthering a career, etc.) b. Integrative - integrate themselves into the culture of L2 group & become involved in social interchange in that group c. Assimilative - a more profound need to identify almost exclusively with the target language culture, possibly over a long-term period PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

15. Intrinsic and Extrinsic Motivation INTRINSICEXTRINSIC INTEGRATIVEL2 learner wishes to integrate with the L2 culture Someone else wishes the L2 learner to know the L2 for integrative reasons INSTRUMENTAL L2 learner wishes to achieve goals utilizing L2 External power wants L2 learner to learn L2 PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

16. THE NEUROBIOLOGY OF AFFECT Positron Emission Tomography (PET), Magnetic Resonance Imaging (MRI) Affectivity and mental/emotional processing > L2 Amygdala (temporal lobes of the human brains) – ability to make an appraisal of a stimulus To decide if your perception is pleasant and relevant or unpleasant and painful PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

17. PERSONALITY TYPES & LANGUAGE ACQUISITION The most popular measurement of personality characteristics is the Myers-Briggs Type Indicator (commonly referred to as the “Myers-Briggs test”) Four two-dimensional categories: i.Introversion vs. extroversion ii.Sensing vs. intuition iii.Thinking vs. feeling iv.Judging vs. perceiving PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

18. MEASURING AFFECTIVE FACTORS Paper-and- pencil tests: asking for self rating by the learner 1.Validity a) widely validated previously b) do not rely on only one instrument 2.Self-flattery syndrome perceptions are biased > desirable personality type 3.Culturally ethnocentric difficult to interpret cross- culturally PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

19. INTRINSIC MOTIVATION IN THE CLASSROOM Cannot begin to instruct students without attending to their: 1.Self-efficacy 2.Anxieties 3.Motivations 4.Other personality variables PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

20. INTRINSIC MOTIVATION IN THE CLASSROOM Think about the interplay in the classroom between intrinsic and extrinsic motives (add interesting, learner-centered group/pair activities – give students choices in topics & approaches) Consider own design of classroom techniques Consider “10 commandments” for motivating learners: 10 COMMANDMENTS Set example Create atmosphere Present properly Develop relationshi p Increase linguistic self- confidence Make it interesting Promote learners’ autonomy Personalize learning process Increase learners’ goal Familiarize with the culture PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

21. Source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5 th Edition. White Plains, NY: Pearson Education. Chapter 6. Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language & Literacy Faculty of Education University of Malaya KL Created by: Siti Nurfatihah Zakaria, Radhiah binti Yunus, Hatice Erdogan, Sumeye Sahin, Jang Lu Rui, Li Yu Facilitator: Jessie Grace U. Rubrico, PhD www.languagelinks.org Source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5 th Edition. White Plains, NY: Pearson Education. Chapter 6. Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language & Literacy Faculty of Education University of Malaya KL Created by: Siti Nurfatihah Zakaria, Radhiah binti Yunus, Hatice Erdogan, Sumeye Sahin, Jang Lu Rui, Li Yu Facilitator: Jessie Grace U. Rubrico, PhD www.languagelinks.org

22. THANK YOU…! PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL