Personality Factors

1. Affectivity: Intrinsic personality factors. 2. Affective domain of a second language. 3. Ernest Hilgard: Purely cognitive theories of learning will be rejected unless a role is assigned to affectivity (1963, p.267).

The affective domain

4. The affective domain: Emotional side of human behavior. 5. Affect: Emotion, feeling. Contact with others. 6. Benjamin Bloom: a. Receiving: Accepting stimulus by giving attention. (Stimulus: surrounding environment) b. Responding: Willing to respond a small part of stimulus. c. Valuing: Inner will to seek a value (thing, person, behavior). d. Organization of values. e. Value system: Individual acts according to the values gained and internalized: A new worldview. 7. Language is behavior. Receive stimulus The will to respond stimulus To seek a value organize the value gained values acting according to gained values. Learning a language: Receiving stimulus (surrounding environment) The will to respond stimulus by paying attention und doing the necessary things To seek value, language achievement, pronunciation, behavior, etc organize the values The values are gained and then used in practice.

Affective factors in second language acquisition

(Human feels) 8. Self-Esteem: Belief in your own capabilities to successfully perform that activity. (Be yourself) Believe in yourself when communicating in English. a. Global self-esteem: Statistical (stable) mean or median of overall selfappraisal. It is stable in adults. b. Specific self-esteem: Self-appraisals to particular situations, defined traits or personality traits. c. Task self-esteem: Particular tasks within specific situations. Particular features of the language that generates doubts in speaker to use them. 9. Self-esteem might be reflected on the performance of a second language: oral production, classes, processes.

10. High self-esteem language success; language success high self-esteem.

Attribution theory and self-efficacy

11. Attribution theory: How people explain the causes of success or failure. This was due to a. Success: Ability, effort, luck. b. Failure: Difficulty, luck. 12. Self-efficacy: A state of effort applied. a. High self-efficacy person: Not achieving goals is explained by not enough effort expended. Ive got to improve b. Low self-efficacy person: Not achieving goals is explained by external factors. It was because of the weather. c. It is essential for learners to believe in themselves. d. Teachers role: To facilitate high levels of self-efficacy.

Willingness to Communicate
13. Willingness to communicate: Predisposition to communicate; e.g. staying away from communicating when the choice is given. 14. Unwillingness: Shyness. 15. Affecting factors: Self-confidence.

Inhibition
16. Sets of defenses built to protect the ego: concept of oneself. a. Newborn: There is not concept of its own self. b. Childhood: There is a concept being created. A system of values is being created. c. Adolescence: The teenager builds defenses to protect a fragile ego (values system, concept of oneself self-esteem). d. Adulthood: The process of building defenses is continued. 17. Language Ego: The very personal and egoistic nature of second language acquisition. a. An adaptive ego enables learners to lower the inhibitions that may impede success.

Experiments:
Goal Less inhibition from students. Goal Less inhibition from students. Experiment Students were given some alcohol. Experiment Students were hypnotized by chemical relaxant. Results Their pronunciation improved Results Non-significant results

Notes: Empathy and inhibition are closely linked. Notes: Pronunciation is a poor indicator of overall language competence. 18. Language teaching: Elaborating contexts in which students take risks.

Risk Taking
19. Risk Taking: Students need to be willing of taking risks and being wrong. 20. Fear of risk taking: a. In the classroom: Bad grades, failing exams, punishments, embarrassment, bad attitude from others. b. Outside classroom: Looking ridiculous, not being able to communicate, loss of identity. 21. Teachers role: To stimulate self-confidence by acclimating students to target language world.

Anxiety
22. Anxiety: The subjective feeling of tension, apprehension, nervousness; uneasiness. a. Trait Anxiety: The global level of anxiety. It is the predisposition to be anxious about many things. b. State Anxiety: To be anxious to some particular event or act. c. Teachers role: To determine if a students anxiety is global or specific. 23. Language Anxiety: a. Communication apprehension, arising from learners inability to adequately express mature thoughts and ideas. b. Fear of negative social evaluation, arising from a learners need to make a positive social impression on others. c. Test anxiety or apprehension over academic evaluation. 24. Language Anxiety: Negative effect on language learning process. 25. Debilitative Anxiety: Harmful anxiety. 26. Tension: Neutral anxiety. 27. Facilitative Anxiety: Helpful anxiety. Just enough tension to get the job done. Closely related to competitiveness (motivation). 28. Linguistic Deficit Coding Hypothesis (LCDH): First language deficits (language codes) Foreign language-learning difficulties. 29. Anxiety: Fear to negative evaluation; lower ability than others.

Empathy
30. Empathy: Put yourself in my shoes!; understanding others personality and feelings 31. Transaction: Is the process of reaching out beyond the self to others. 32. Development and exercising of empathy: a. To know ones own feelings (to know yourself)

b. Identification with another person (to know someone else). 33. Communication and empathy: Language is one of the primary means of empathizing, and communication requires a sophisticated degree of empathy in order to communicate effectively. It is required to transcend own ego boundaries. a. Oral communication: Immediate feedback from the hearer. b. Written communication: A cognitive empathy is required from the writer.

Extroversion
34. Extroversion: An extent in which a person needs an ego enhancement; to receive affirmation from others. 35. Extroverts: They need other people to feel good. They are not necessarily loudmouthed and talkative. They act in an extroverted manner in order to protect ego: High defensive barriers and high ego boundaries (low empathy). 36. Introversion. An extent in which a person does not need ego enhancement. 37. Introvert: They can have inner strength of character that extroverts do not have (high empathy).