group 11 ( Anita, Rosdiana )

Name         : Anita       (2130730003)

  Rosdiana (2130730016)

Class          : IV/ A

Group       : 11

   THE EFFEKTIVE DOMAIN

The affective domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side.

            Benjamin bloom and his colleagues (Krathwhol, Bloom, & Masia, 1964) provided a useful extended definition of the effective domain that is still widely used today.

1.      Receiving.

2.      Responding.

3.      valuing:

4.      organization

5.      value system.

Affective Factors in Second Language Acquisition

Understanding how human beings feel and respond and believe and value is an exceedingly important aspect of a theory of second language acquisition.

Self-Esteem

Three general levels of self-esteem have been described in the literature to capture its multidimensionality:

1.      General or global self-esteem

2.      Situational or specific self-esteem

3.      Task self-esteem

Attribution Theory and Self-Efficacy

Attribution theory focuses on how people explain the causes of their own success and failures. Two of those four factors are internal to the learner: ability and effort; and two attributable to external circumstances outside of the learner: task difficulty and luck.

Willingness to Communicate

Willingness to communication research have now been examining the extent to which WTC is a factor not just in second language acquisition, but one that may have its roots in a learners first language communication patterns (MacIntyreetal.. 2002)

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.

The human ago encompasses what Alexander Guiora et al. (1972a) and Ehrman (1996) referred to as language ago or the very personal, egoistic nature of second language acquisition.

Risk Taking

            Risk-Taking variation seems to be a factor in a number of issues in second language acquisition and pedagogy. The silent student in the classroom is one who is unwilling to appear foolish when mistake are made. Self-esteem seems to be closely connected to a risk-taking factor: when those foolish mistakes are made, a person with high global self-esteem is not daunted by the possible consequences of being laughed.

Anxiety

Intricately intertwined with self-esteem, self-efficacy, inhibition, and risk taking, the construct of anxiety plays a major affective role in second language acquisition. Trait anxiety, because of its global and somewhat ambiguously defined nature, has not proved to be useful in predicting second language achievement (MacIntyre & Gardner, 1991c). There are three components of second language:

1.      Communication apprehension, arising from inability to adequately express mature thoughts and ideas

2.      Fear of negative social evaluation, arising from a learner’s need to make a positive social impression on other

3.      Test anxiety, or apprehension over academic evaluation

Empathy

            In common terminology, empathy is the process of “putting yourself into someone else’s shoes,” of reaching beyond the self to understand what another person is feeling.

Extroversion

            Such a view of extroversion is misleading. Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself.