4.2.24 The Black Panther Party for Self-Defense.pptx
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
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
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
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
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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
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
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
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
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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
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
Personality types & language acquisitionMeasuring affective factorsIntrinsic motivation in classroom