CHAPTER 6: PERSONALITY FACTORS

PERSONALITY FACTORS in sla

Presented by:

Siti Nurfatihah ZakariaRadhiah binti YunusHatice ErdoganSumeye SahinJang Lu RuiLi Yu

University of Malaya, KL

CONTENTS

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLPersonality types & language acquisitionMeasuring affective factorsIntrinsic motivation in classroom

2

THE AFFECTIVE DOMAIN

Bloom and Development of the Affective Domain:

Development begins with ReceivingRespondingValuing. Placing worthOrganization. System of beliefs & HierarchyAct in accordance with the value system

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLAffective Factors in SLAPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLSelf-esteemPersonal Judgment of worthiness that is expressed in the attitudes that individuals hold toward themselves.

Derived from experiences with themselves and others, and assessments of the external world.

3 levels of self-esteem:

General or Global (overall self-appraisal over time)

Situational / Specific (self-appraisal in particular life situations)

Task (particular tasks within specific situations) Teachers can have a positive and influential effect on:Linguistic performanceThe Emotional well-being of the students

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL5Attribution Theory & Self-Efficacy Attribution theory : how people explain their successes and failures 4 explanations:Internal: Ability; EffortExternal: Perceived difficulty of task; Luck* Learners tend to explain; that is to attribute

Self-efficacy : a feeling about a capability of carrying out a task a learner with lower self-efficacy may attribute failure* it is essential for learners to believe in themselvesPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLWillingness to Communicate An underlying continuum representing the predisposition toward OR away from communicating, given the choice

The intention to initiate communication, given a choice

Related to 2 types of self-confidenceState communicative self confidenceL2 self-confidence

It is also related to self-efficacy PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLInhibition All human beings build sets of defenses to protect the ego (concept of ones self )Newborns no concept of own selfChildhood begin to create itAdolescence changes: Physical, Emotional, and Cognitive > defensive inhibitions to protect fragile EGOAdulthood more building defenses L2 acquisition involves a New Identity adaptive language ego enables learners to lower inhibitions that may impede success.removal of defenses promote language learning

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Risk Taking Good language learners have the ability to make intelligent guesses Impulsivity > positive effects in L2

Take the risk of being wrong (bad grade, fail in one exam, punishment, embarrassment)1.High Risk-Takers: may need to be tamed 2.Silent Students: Encourage guessing 3.Value the student as persons for those risks that they take.

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLAnxietyAssociated with feelings of frustration, self-doubt, apprehension, worry, or uneasiness.Levels of Anxiety:Trait * - permanent predispositionState * - momentary or situationalDebilitative * - harmfulFacilitative * - helpful > POSITIVE FACTORDifferentiate if the anxiety is Trait (permanent) or State (momentary)Promote a Facilitative Anxiety (positive effects)

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Trait * - permanent predispositionState * - momentary or situationalDebilitative * - HarmfulFacilitative * - Helpful >POSITIVE FACTOR

10Empathy Language > keeps bonds of society Social transaction - to reach out beyond the self to others > tool: language) Transactional variables imitation, modeling, empathy, etc SL: important variables: Empathy and Extroversion putting yourself into someone elses shoes Communication requires a sophisticated degree of empathy. To be able to understand the other persons affective and cognitive states The need to define empathy cross-culturally how different cultures express empathy

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Extroversion Stereotype: (gregarious, life of the party)influence teachers perception of students. prejudging on the basis of perceived extroversion. Extroverts. Need to receive ego enhancement, self-esteem, and a sense of wholeness from other people. NEED OTHER people to feel good contrary to stereotypes Introverts can have an inner strength of character Cultural factor: improper to speak outExtroversion may be a symptom of defensive barriers There is no correlation between extroversion and L2 success

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

MOTIVATIONTheories of motivation

Constructivist Social context Community Social status

Security of groups Internal, interactive forces in controlPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLInstrumental and Integrative OrientationsInstrumental - acquire a language as a means for attaining instrument goals (reading technical material, translation, furthering a career, etc.)Integrative - integrate themselves into the culture of L2 group & become involved in social interchange in that groupAssimilative - a more profound need to identify almost exclusively with the target language culture, possibly over a long-term period

PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLIntrinsic and Extrinsic MotivationINTRINSICEXTRINSICINTEGRATIVEL2 learner wishes to integrate with the L2 cultureSomeone else wishes the L2 learner to know the L2 for integrative reasonsINSTRUMENTALL2 learner wishes to achieve goals utilizing L2External power wants L2 learner to learn L2PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

THE NEUROBIOLOGY OF AFFECTPositron Emission Tomography (PET), Magnetic Resonance Imaging (MRI)Affectivity and mental/emotional processing > L2Amygdala (temporal lobes of the human brains) ability to make an appraisal of a stimulusTo decide if your perception is pleasant and relevant or unpleasant and painfulPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLPERSONALITY TYPES &LANGUAGE ACQUISITION The most popular measurement of personality characteristics is the Myers-Briggs Type Indicator (commonly referred to as the Myers-Briggs test) Four two-dimensional categories:Introversion vs. extroversionSensing vs. intuitionThinking vs. feelingJudging vs. perceivingPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLMEASURING AFFECTIVE FACTORSPaper-and-pencil tests: asking for self rating by the learnerValiditya) widely validated previously b) do not rely on only one instrumentSelf-flattery syndrome perceptions are biased > desirable personality typeCulturally ethnocentric difficult to interpret cross-culturallyPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLINTRINSIC MOTIVATION IN THE CLASSROOM Cannot begin to instruct students without attending to their:Self-efficacyAnxietiesMotivationsOther personality variablesPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLINTRINSIC MOTIVATION IN THE CLASSROOM Think about the interplay in the classroom between intrinsic and extrinsic motives (add interesting, learner-centered group/pair activities give students choices in topics & approaches)

Consider own design of classroom techniques

Consider 10 commandments for motivating learners:PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLPBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KLSource: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 6.Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language & Literacy Faculty of Education University of Malaya KLCreated by: Siti Nurfatihah Zakaria, Radhiah binti Yunus, Hatice Erdogan, Sumeye Sahin, Jang Lu Rui, Li YuFacilitator: Jessie Grace U. Rubrico, PhD www.languagelinks.org

THANK YOU!PBET 2113 Group 4 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL