Affective Factors in Sla
Affective Factors in Sla
Affective Factors in Sla
IN SLA
CONTENT
• AFFECTIVE FACTOR:
DEFINITION,TENET,
BACKGROUND
• IMPLICATION OF
AFFECTIVE FACTORS
• TEACHER’S ROLE
DEFINITION
• SET OF EMOTIONS AND
ATTITUDES PEOPLE
HAVE ABOUT
THEMSELVES AND THEIR
ENVIRONMENT
FACTOR 1
• MOTIVATION involves the
attitudes and affective states
that influence the degree of
effort that learners make to
learn an L2.
FACTOR 1
• MOTIVATION is crucial in
determining whether a
learner embrace on a task
in the first place (D.
Brown)
FACTOR 1
• Instrumental motivation Learners
may make efforts to learn an L2
for some functional reason-to
pass an examination, to get a
better job, or to get a place at
university.
FACTOR 1
• Integrative motivation Some
learners may choose to learn a
particular L2 because they are
interested in the people and
culture represented by the target
language group.
FACTOR 1
• Resultative Motivation
–An assumption that it is the
cause of L2 achievement.
–Motivation is the result of
learning.
FACTOR 1
• Intrinsic motivation involves the
arousal and maintenance of
curiosity that can flow as a result of
such factors as learners' particular
interests and the extent to which
they feel personally involved in
learning activities.
FACTOR 2
• ATTITUDE
–COMPLEX CONCEPT
–IT IS AN EVALUATIVE REACTION TO
SOMETHING ON THE BASIS OF
INDIVIDUAL BELIEFS
FACTOR 2
• Three Types of Attitude in SLA
(Stern)
–To community and people who speak
L2
–To learning and language concerned
–To language and language learning in
general
FACTOR 2
• Brown (1987) The
acquisition of a second
language is also the
acquisition of a second
culture.
FACTOR 3
• Personality
–No strong evidence of a
consistent relationship between
personality variables and
achievement in second
language learning, but…
FACTOR 4
• High anxiety -constantly
keyed up and in a state of
tension.
• Low anxiety students -
relaxed and in control of
themselves and the situation
FACTOR 5
• Self Esteem is a personal
judgement of worthiness,
derived from experience
with oneself, others and
the outside world
FACTOR 5
• general i.e. how one feels about
oneself
• specific e.g. oneself as a language
learner
• task orientated e.g. oneself as a
speaker of the language
FACTOR 6
• Inhibition in a person arises as he/she
tries to defend or protect their self-
image or ego.
• Higher self-esteem and ego strength - to
withstand threats to their existence,
and thus their defences are lower.
• Weaker self-esteem - stronger “wall” of
inhibition to protect their fragile ego.
FACTOR 7
• One of the characteristics that has been
found to exist in "good" language learners is
the willingness to make intelligent guesses.
• Interaction requires the risk of failing to
produce intended meaning, of failing to
interpret intended meaning, of being
laughed at, of being shunned or rejected.
The rewards are great and worth the risks.
Brown (2001)
IMPLICATION
• PROVIDE ACTIVITIES THAT AROUSE
STUDENTS’ INTEREST NOT ONLY
ENHANCES THEIR COGNITIVE
ABILITIES
• MAKE SURE THAT ACTIVITIES ARE
MEANINGFUL FOR THE STUDENTS
IN GENERAL
IMPLICATION
• “Safe” atmosphere for
students to take risks,
communicate willingly and
try out their budding
language competence.
AFFECTIVE-HUMANISTIC APPROACH
• RESPECT IS EMPHASIZED FOR
INDIVIDUAL AND FOR HIS/HER
FEELINGS
• COMMUNICATION IS MEANINGFUL
TO THE LEARNER IS EMPHASIZED.
• WORKING IN PAIRS AND SMALL
GROUPS, WITH THIS, TRUST IS
CRUCIAL
AFFECTIVE-HUMANISTIC APPROACH
• CLASS ATMOSPHERE IS VIEWED
AS MORE IMPORTANT
MATERIALS OR METHODS.
• TEACHER AS COUNSELOR OR
FACILITATOR
• PEER SUPPORT AND
INTERACTION ARE VIEWED AS
NECESSARY FOR LEARNING.
Parting Questions
• What can a teacher do with students
who have very low self-esteem, a
high level of anxiety and are reluctant
to take risks?
• How do you deal with the situation
of having different types of
personalities in your class?
AGE
• “CHILDREN ARE BETTER AT LANGUAGE
THAN ADULTS.”
• “ADULTS EASILY ACQUIRE LANGUAGE IN
NATURALISTIC SETTING.”
• CRITICAL PERIOD HYPOTHESIS
(LENNEBERG)
– PUBERY STAGE
– DIFFICULT AFTER PUBERTY BECAUSE OF LACK
OF ABILITY AND ADAPTATION
(RICHARDS,1985)
• “CHILDREN ACHIEVE NATIVE LIKE ACCENT THAN
ADULTS AND BETTER ACQUISITION OF GRAMMAR.”
• “ADULTS ARE BETTER IN TERMS OF FORMAL
LEARNING ENVIRONMENT (SYNTAX &
MORPHOLOGY)”
• ELLIS (1998)
– ROUTE OF SLA IS NOT INFLUENCED BY STARTING AGE
BUT IT IS THE RATE OF LEARNING AND AGE.
– ADOLESCENTS ARE BETTER IN GRAMMAR AND
VOCABULARY
– CHILDREN ARE TOTALLY SUCESSFUL BECAUSE THEY
HAVE TIME.