REPUBLIC OF PANAMA

MINISTERY OF EDUCATION
AUTOCTUM UNIVERSITY OF CHIRIQUI
VOLCAN EXTENTION
ENGLISH DEGREE WITH EMPHASIS ON TEACHING METHODOLOGY

PRESENTED BY:
ALLEN, DAYRA ID - 3-704-1856
CASTILLO, MARIA ID - 4-742-1545
IRIS, CHAVEZ ID - 6-704-1351
ESPINOSA, INGRID ID – 4-744-912
VARGAS, KIMSHA ID - 3-705-533

PROFESSOR:
KEISY GONZALEZ

"LANGUAGE IS NOT A GENETIC GIFT, IT IS A SOCIAL GIFT. LEARNING A NEW LANGUAGE IS

BECOMING A MEMBER OF THE CLUB – THE COMMUNITY OF SPEAKERS OF THAT
LANGUAGE."
1ST QUARTER 2023 FRANK SMITH
INTRODUCTIO
N
NON-LANGUAGE INFLUENCES

CRITICAL
SOCIAL MOTIVATION
AFFECTIVE PERIOD
DISTANCE AND
FACTORS HYPOTHESIS
ANXIETY.

LEARNING
PERSONALITY
STRATEGIES
AFFECTIVE FACTORS

Affective factors include individual factors among

students, affect between students, and between
students and teachers. Regarding the individual
factors of the students, it consists of self-esteem,
inhibition, anxiety, personality, motivation, attitude,
etc. Learners are undoubtedly limited by these
complex psychological factors
SOCIAL DISTANCE

Refers to the cognitive and affective

proximity of two cultures that come into
contact within individual Distance is
dissimilarity.
 MOTIVATION AND ANXIETY

The function of motivation in the  Intrinsic Motivation.

language learning process has
targeted mostly  Extrinsic motivation.
attitudinal/motivational traits that
tend to correlate with diverse  External motivation.
factors of language learning.
 ANXIETY

Is the subjective feeling of tension,

apprehension, nervousness, and worry
associated with an arousal of the autonomic
nervous system. Not only is it intuitive to many
people that anxiety negatively influences
language learning, but it is also logical due to
the fact anxiety has been observed to intrude
with many different types of Learning
CRITICAL PERIOD HYPOTHESIS

Is a critical time period for a person to learn a new

language to a native proficiency. This critical period
typically starts at around age two and ends before
puberty. The hypothesis implies that acquiring a new
language after this critical window will be more
difficult and less successful.
 LEARNING STRATEGIES
Individual's way of organizing and using
a particular set of skills in order to learn
content or accomplish other tasks more
effectively and efficiently in school as
well as in non-academic settings.

Learning strategies can be classified into

several categories:
 Cognitive
 Metacognitive
 Management
 motivational
 PERSONALITY

• It has been described as a set of features that

characterize an individual.

• Studies which investigate personality traits are based

on the belief that learners bring to the classroom not
only their cognitive abilities but also affective states
which influence the way they acquire the language.
 PERSONALITY TRAITS THAT AFFECT USAGE OF
LANGUAGE LEARNING

Extroversion Introversion Anxiety

Empathy Self-esteem
 CONCLUSIONS

 Personality, affective factors, social distance, motivation and anxiety, critical period and learning
strategies are part of the non-language influences of a second language acquisition.
 One of the most important non-language influence  in the learner’s is his motivation.
 Affective factors include individual factors among students, affect between students, and between
students and teachers.
 The greater the social distance between two cultures, the greater the difficulty the learner will have in
learning the second language.
 Language anxiety as a discrete complex of self-perceptions, beliefs, feelings, and behaviors related to
classroom learning resulting from the exclusivity of the language learning process.
 Many second language teachers feel that students with outgoing personalities are more likely to be
successful as a second language learner than a less outgoing personality.