The
Affective Domain
Affective
Factors in SLA
A.
The Affective
Domain
The affective domain is the emotional side of human behavior, and it
may be juxtaposed to cognitive side. Benjamin Bloom and his colleagues
(Krathwohl, Bloom, & Masia, 1964) provided a useful extended definition of
the affective domain that is still widely used today.
1.
At the first
and fundamental level, the development of affectivity begins with receiving.
2.
Next, persons
must go beyond receiving to responding, committing themselves in at least some
small measure to a phenomenon or a person.
3.
The third level
of affectivity involves valuing: placing worth on a thing, a behavior, or a
person.
4.
The fourth
level of the effective domain is the organization of values into a system of
beliefs, determining interrelationships among them, and establishing a
hierarchy of values within the system.
5.
Finally,
individuals become characterized by and understand themselves in terms of their
value system.
B.
Affective
Factors in SLA
Understanding
how human beings feel and respond and believe and value is an exceedingly
important aspect of a theory of second language acquisition.
a)
Self-Esteem
Self-esteem is probably the most
pervasive aspect of any human behavior. Three general levels of self-esteem
have been described in the literature to capture its multidimensionality:
1.
General of
global self-esteem is said to be relatively stable in a mature adult, and is
resistant to change except by active and extended therapy.
2.
Situational or
specific self-esteem refers to one’s self-appraisals in particular life
situation.
3.
Task
self-esteem relates to particular tasks within specific situations.
The results
revealed that self-esteem appears to be an important variable in second
language acquisition, particularly in view of cross-cultural factors of second
language learning that will be discussed in chapter 7. Perhaps these teachers
succeeded because they gave optimal attention both to linguistic goals and to
the personhood of their students.
b)
Willingness
to Communicate
A factor to attribution and
self-efficacy one that has seen a surge of recent interest in the research
literature is the extent to which learners display a willingness to communicate
as they tackle a second language. In a earlier study on WTC, Macintyre et al.
(1998) found that a number of factors appear to contribute to predisposing one
learner to seek, and another learner to avoid, second language communication. In
one interesting finding Macintyre et al. (2001) found that higher levels of WTC
were associated with learners’ who experienced social support, particularly
from friends, offering further evidence of the power of socially constructed
conceptions of self.
c)
Inhibition
Yet another variable that is closely
related to, and in some cases subsumed under, the notion of self-esteem and
self-efficacy is the concept of inhibition. An adaptive language ego enables
learners to lowers the inhibition that may impede success. In another
experiment (Guiora et al., 1980). Guiora and his associates studied the effect
of Valium on pronunciation of a second language. Anyone who has learned a
foreign language is acutely aware that second language learning actually
necessitates the making of mistakes. These defenses inhibition learning, and
their removal can therefore promote language learning , which involves
self-exposure to a degree manifested in few other andeavors.
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