Personality Factors In Sla
Download as PPTX, PDF17 likes20,878 views
The document summarizes research on personality factors that affect second language acquisition. It discusses theories of self-esteem, attribution, willingness to communicate, anxiety, empathy, extroversion, motivation, and intrinsic motivation in the classroom. Various studies show that affective factors like self-confidence, risk-taking, and facilitating anxiety can have positive effects on language learning, while factors like inhibition and debilitating anxiety may impede success. Teachers are encouraged to consider students' personalities, build self-efficacy, and use motivating techniques to promote language development.
Personality Factors In Sla
- 1. PERSONALITY FACTORS in slaPresented by:Siti Nurfatihah ZakariaRadhiah binti YunusHatice ErdoganSumeye SahinJang Lu RuiLi YuUniversity of Malaya, KL
- 2. CONTENTSPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 3. THE AFFECTIVE DOMAINBloom and Development of the Affective Domain:Development begins with Receiving
- 4. Responding
- 6. Organization. System of beliefs & Hierarchy
- 7. Act in accordance with the value systemPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 8. Affective Factors in SLAPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 9. Self-esteemPersonal 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:Linguistic performanceThe Emotional well-being of the studentsPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 10. Attribution Theory & Self-EfficacyAttribution theory : how people explain their successes and failures 4 explanations:
- 11. Internal: Ability; Effort
- 12. External: Perceived difficulty of task; Luck* Learners tend to explain; that is to “attribute”Self-efficacy :
- 13. a feeling about a capability of carrying out a task
- 14. a learner with lower self-efficacy may attribute failure * it is essential for learners to believe in themselvesPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 15. 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
- 16. Related to 2 types of self-confidence
- 17. State communicative self confidence
- 19. 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
- 20. InhibitionAll 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 EGOAdulthood – more building defenses L2 acquisition involves a New Identity
- 21. adaptive language ego enables learners to lower inhibitions that may impede success.removal of defenses promote language learningPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 22. Risk Taking Good language learners have the ability to make intelligent guesses Impulsivity –> positive effects in L2
- 23. 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
- 24. AnxietyAssociated with feelings of frustration, self-doubt, apprehension, worry, or uneasiness.
- 25. Levels of Anxiety:Trait * - permanent predispositionState * - momentary or situationalDebilitative * - harmfulFacilitative * - helpful > POSITIVE FACTORDifferentiate 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
- 26. Empathy Language > keeps bonds of society
- 27. Social transaction - to reach out beyond the self to others > tool: language) Transactional variables – imitation, modeling, empathy, etc
- 28. SL: important variables: Empathy and Extroversion
- 29. “putting yourself into someone else’s shoes”
- 30. Communication requires a sophisticated degree of empathy.
- 31. To be able to understand the other person’s affective and cognitive states The need to define empathy cross-culturally
- 32. how different cultures express empathyPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 33. Extroversion Stereotype: (gregarious, “life of the party”)
- 34. influence teachers’ perception of students.
- 35. prejudging on the basis of perceived extroversion.
- 36. Extroverts. “Need to receive ego enhancement, self-esteem, and a sense of wholeness from other people.” NEED OTHER people to feel “good”
- 38. Introverts can have an inner strength of character
- 39. Cultural factor: improper to speak out
- 40. Extroversion may be a symptom of defensive barriers
- 41. There is no correlation between extroversion and L2 successPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 42. MOTIVATIONTheories of motivationSocial context
- 43. Community
- 44. Social status
- 45. Security of groups
- 46. Internal, interactive forces in controlConstructivistPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 47. Instrumental and Integrative OrientationsInstrumental - acquire a language as a means for attaining instrument goals (reading technical material, translation, furthering a career, etc.)Integrative - integrate themselves into the culture of L2 group & become involved in social interchange in that groupAssimilative - a more profound need to identify almost exclusively with the target language culture, possibly over a long-term periodPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 48. Intrinsic and Extrinsic MotivationPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 49. THE NEUROBIOLOGY OF AFFECTPositron Emission Tomography (PET), Magnetic Resonance Imaging (MRI)Affectivity and mental/emotional processing > L2Amygdala (temporal lobes of the human brains) – ability to make an appraisal of a stimulusTo decide if your perception is pleasant and relevant or unpleasant and painfulPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 50. PERSONALITY TYPES &LANGUAGE ACQUISITIONThe most popular measurement of personality characteristics is the Myers-Briggs Type Indicator (commonly referred to as the “Myers-Briggs test”)
- 51. Four two-dimensional categories:Introversion vs. extroversionSensing vs. intuitionThinking vs. feelingJudging vs. perceivingPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 52. MEASURING AFFECTIVE FACTORSValiditya) widely validated previously b) do not rely on only one instrumentSelf-flattery syndromeperceptions are biased > desirable personality typeCulturally ethnocentricdifficult to interpret cross-culturally Paper-and-pencil tests: asking for self rating by the learnerPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 53. INTRINSIC MOTIVATION IN THE CLASSROOMCannot begin to instruct students without attending to their:Self-efficacyAnxietiesMotivationsOther personality variablesPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 54. INTRINSIC MOTIVATION IN THE CLASSROOMThink about the interplay in the classroom between intrinsic and extrinsic motives (add interesting, learner-centered group/pair activities – give students choices in topics & approaches)
- 55. Consider own design of classroom techniques
- 56. Consider “10 commandments” for motivating learners:PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 57. Source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th 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 KLCreated by: Siti Nurfatihah Zakaria, Radhiah binti Yunus, Hatice Erdogan, Sumeye Sahin, Jang Lu Rui, Li YuFacilitator: Jessie Grace U. Rubrico, PhD www.languagelinks.orgPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 58. THANK YOU…!PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL