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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
CONTENTS PBET 2113  Group 4 (TESL) Semester 2 AY 2009-2010,  Department of Language & Literacy Education, Faculty of  Education,  Universiti Malaya KL
THE AFFECTIVE DOMAIN Bloom and Development of the Affective Domain: Development begins with  ,[object Object]
Responding
Valuing. Placing worth
Organization. System of beliefs & Hierarchy
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
Affective Factors in SLA PBET 2113  Group 4 (TESL) Semester 2 AY 2009-2010,  Department of Language & Literacy Education, Faculty of  Education,  Universiti Malaya KL
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: Linguistic performance 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
Attribution Theory & Self-Efficacy ,[object Object],                                     and failures ,[object Object]
Internal:  Ability; Effort
External: Perceived difficulty of task; Luck* Learners tend to explain; that is to “attribute” ,[object Object]
 a feeling about a capability of carrying out a task
 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
Willingness to Communicate ,[object Object],  predisposition toward OR away from communicating,    given the choice ,[object Object]
 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
Inhibition ,[object Object],(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 ,[object Object]
 adaptive language ego enables learners to lower inhibitions                                                            that may impede success. ,[object Object],PBET 2113  Group 4 (TESL) Semester 2 AY 2009-2010,  Department of Language & Literacy Education, Faculty of  Education,  Universiti Malaya KL
Risk Taking ,[object Object],to make intelligent  guesses ,[object Object]

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Personality Factors In Sla

  • 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 PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  • 3.
  • 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 SLA PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  • 9. 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: Linguistic performance 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
  • 10.
  • 12.
  • 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 themselves PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  • 15.
  • 16. Related to 2 types of 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.
  • 21.
  • 22.
  • 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.
  • 25.
  • 26.
  • 27.
  • 28. SL: important variables: Empathy and Extroversion
  • 29. “putting yourself into someone else’s shoes”
  • 30. Communication requires a sophisticated degree of empathy.
  • 31.
  • 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.
  • 35. prejudging on the basis of perceived extroversion.
  • 36.
  • 38. Introverts can have an inner strength of character
  • 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.
  • 45. Security of groups
  • 46. Internal, interactive forces in control Constructivist PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  • 47. Instrumental and Integrative Orientations Instrumental - 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 group 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
  • 48. Intrinsic and Extrinsic Motivation PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  • 49. 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
  • 50.
  • 51. Four two-dimensional categories:Introversion vs. extroversion Sensing vs. intuition Thinking vs. feeling Judging vs. perceiving PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  • 52. MEASURING AFFECTIVE FACTORS Validitya) widely validated previously b) do not rely on only one instrument Self-flattery syndromeperceptions are biased > desirable personality type Culturally ethnocentricdifficult to interpret cross-culturally Paper-and-pencil tests: asking for self rating by the learner PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  • 53.
  • 54.
  • 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 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 PBET 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

Notas del editor

  1. Personality types & language acquisitionMeasuring affective factorsIntrinsic motivation in classroom
  2. Trait * - permanent predispositionState * - momentary or situationalDebilitative * - HarmfulFacilitative * - Helpful >POSITIVE FACTOR