CTEL/501 v4

Affective Factors Chart

Complete Parts 1 and 2 below.

Part 1: Chart
Complete the chart below. In the first column, list and describe at least 5 affective factors that influence
the acquisition of second languages. In the second column, identify at least 2 pedagogical processes for
each of the affective factors listed in the first column. In the third column, describe how students’ home
culture and language influence each of the affective factors listed in the first column. Note: The first row
has been completed for you as an example. Add additional rows as needed.

Affective Factors Pedagogical Processes Influence of Home Culture and

Language

Judgment Use of Sentence Frames, Coming from a home

Sentence Starters, Vocabulary
Banks
Tap Into Prior Knowledge
background in which English is
not regularly spoken can create
a fear of judgment by peers an
teachers that would stifle an
English learner’s impulse to
answer questions.

Inhibition Preferred Seating The jarring effect of leaving

one’s native home, often
abruptly, creates a desire to be
Modeled Behavior back home and a vulnerability
around speaking up and
participating.

Self-Confidence/Ego Address Student by Initial low grades in the early

Name/Personalizing Instruction stages of learning a new
language can further lower self-
esteem that may already be
Create a Classroom fragile.
Environment of Respect

Motivation Encourage Students to Set Their Discontinuity between home

Own Goals life and school life and
Motivation (CONT.) origination from a low literacy
(CONT.) culture impact
(CONT.) Connect Lesson with

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 Affective Factors Chart
CTEL/501 v4
Page 2 of 2

Student Values and Identity motivation.

Attitudes Personalize Instruction Origination from a culture

valuing work over education,
poor learning conditions in
Explore students’ cultures and native culture impact attitudes
norms or preconceived notions.

Part 2: Reflection
Use the information you compiled in the chart above to create a list of 10 general or specific classroom
expectations a teacher might have for his/her students.

Identify at least 2 effects of this expectation on the progress of a student’s second language acquisition.
These expectations can include both positive and negative effects.

Write a 350-word reflection on how you as a teacher would address the affective factors and influences in
learning and teaching in your classroom.

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