Affective Factors

Prepared by Marti Fauziah Ariastuti

Objectives

By the end of this session, you will be able to …

 identify some affective factors at play in successful
SLA;
 describe Myers-Briggs’ personality types model;
 explain the role of motivation in learning an L2.
What can Melody teach us about
emotional factors in SLA?

Read Melody’s story.

Emotions do not merely facilitate cognitive
functioning; rather, they mediate development,
especially when learning is embedded in
interpersonal transaction.
(Imai, 2010)
Affective
factors in
learning an L2
8 affective factors at play in
successful SLA
1. Self-esteem
2. Attribution theory & Self-efficacy
3. Willingness to communicate
4. Inhibition
5. Risk taking
6. Anxiety
7. Empathy
8. Extroversion and introversion
 Global SE Situational SE Task SE
1 The general or One’s self- It is related to tasks
Self-Esteem prevailing appraisals in
particular life
within specific
assessment one situations, e.g.,
contexts (work,
makes of one’s educational context
education, home,
worth over time (one subject-
etc.) or in certain
and across a defined skills matter area),
number of (communicative, athletic context
Self-confidence, knowledge
situations athletic, musical, (net play in tennis,
of oneself – usually mathematical, pitching in
categorized into THREE levels etc.) baseball)
 2 Attribution Theory Self-Efficacy
Attribution How people explain the One’s belief in one’s own
Theory & causes of their own capabilities to perform
Self-Efficacy success and failures an activity
 3  an underlying continuum representing the predisposition
Willingness to toward or away from communicating, given the choice
Communicate
 the intention to initiate communication, given a choice
(WTC)
(MacIntyre et al., 2002, 2001)
  apprehension over one’s self identity or fear on showing
4 self-doubt, leading to building mechanisms of protective
Inhibition self-defense
 a feeling of shyness or embarrassment that stops you
doing or saying what you really want (Longman
Dictionary)
  willingness to gamble, to try out hunches about a
5 language with the possibility of being wrong
Risk Taking
  the subjective feeling of tension, apprehension, and
6 nervousness connected to an arousal of the automatic
Anxiety nervous system, and associated with feelings of
uneasiness, frustration, self-doubt, apprehension, or
worry
  “putting yourself into someone else’s shoes”, reaching
7 beyond the self to understand what other person is
Empathy feeling or thinking
 8 Extroversion Introversion
Extroversion The extent to which a The extent to which a
& person has a deep- person derives a sense of
Introversion seated need to receive wholeness and
ego enhancement, self- fulfillment from “within”,
esteem, and a sense of apart from a reflection of
wholeness from other this self from other
people people
  No significant effect for extroversion in characterizing the good
language learner (Naiman et al., 1978)
 Introverts were significantly better than extroverts in their
Findings pronunciation performance, suggesting that introverts may have the
on E/I patience and focus to attend to clear articulation in an L2 (Busch,
research 1982 – adult Japanese learners context)
 Extrovert junior college English majors in Japan were likely to make
better use of learning strategies than introverts, suggesting that
extroverts may have a strategic edge over introverts, but it masks the
possibility that extroverts may simply need the strategies more than
introverts (Wakamoto, 2000, 2009)
Personality
Type
Extroversion-Introversion was first explored by
Carl Jung (1923) in his theory of personality
types as a way to describe how people respond
and interact with the world around them.
Borrowing some from Jung’ psychological types,
Myers and Briggs propose an instrument to
assess one’s various prevailing psychological
types, known as Myers-Briggs Type Indicator
(MBTI)
 Goal
to allow respondents to
further explore and
understand their own
MBTI personalities including
likes, dislikes, strengths,
weakness, possible
career preference, and
compatibility with other
people
4 Character Types
1. Extroversion vs
Introversion
2. Sensing vs Intuition
3. Thinking vs Feeling
4. Judging vs Perceiving
With 4 two-dimensional
categories, 16 personality
profiles are possible.
Motivation
Motivation is the most powerful affective
variables in accounting for the success or failure
of virtually any complex task; a star player in the
cast of characters assigned to L2 learning
scenarios around the world.
(Brown, 2014, p.158)
Motivation
from the BEHAVIORAL COGNITIVE CONSTRUCTIVIST

perspective Anticipation of
reward;
Driven by basic
human needs:
Social context;
Community;
of 3 Schools Desire to receive e.g., exploration,
Social status;
of Thought positive manipulation;
Security of group;
reinforcement; Degree of effort
expended; Internal, interactive
External,
forces in control.
individual forces Internal,
in control. individual forces
in control.
Intrinsic & Intrinsic Extrinsic
Extrinsic motivation motivation
Motivation choices made and effort choices made and effort
expended on activities expended on activities in
(Edward Deci, for which there is no anticipation of a reward
1975) apparent reward except from outside and beyond
the activity itself the self
Which form of motivation is more
powerful in SLA context?
  A stock pile of research strongly favors intrinsic
orientations, especially for long-term retention
(Brown, 2014, p.161)
Research  Ramage (1990) found intrinsic motivation to be
Findings positively associated with high school students who
were interested in continuing their L2 in college, while
those who wanted to fulfill language requirements
exhibited weaker performance.
 Instrumental
Motivation orientations
from Social- acquiring a language as a
Psychological means for attaining
Perspectives instrumental goals, such
as acquiring a degree or
certificate in an academic
institution, furthering a
career, reading technical
material, translation, etc.
Integrative
orientations
learning a language in
order to integrate
oneself into the culture
of a second language
group and become
involved in social
interchange in that group
 Demotivation Amotivation
Two concepts losing of interest that the absence of
in measuring once was present; motivation entirely,
Motivational “someone who was once usually caused by an
Intensity motivated but has lost individual’s feeling of
his or her commitment incompetence and
or interest” (Dörnyei & helplessness, and not by
Ushioda, 2011) initial interest that
declines (Deci & Ryan,
1985)
Which presents a greater challenge
to teachers: a demotivated or
amotivated student? Why?
Let’s review  8 affective factors
what we have
learned  Myers-Briggs personality types
today  Motivation
ASSIGMENT:
Group Presentation

 See Week 10 EMAS for the topic and

grouping
 Due: Monday, April 22, 2024