group 1

Group: 1

Name: Lailatul M, M Khoirul Wafa, M Chikal M

PERSONALITY FACTORS

THE AFFECTIVE DOMAIN

Benjamin Bloom and his colleagues provided a useful extended definition of the effective domain that is still widely used today.

1.      At the first and fundamental level, the development of the affectivity begins with receiving.

2.      Next, person 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 person.

4.      The fourth level of the affective 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.

AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION

Self-Esteem

People deriver their sense of self-esteem from the accumulation of experiences with themselves and with others and from assessments of the external world around them. 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

            This is where self-efficacy comes in. if a learner feels he or she is capable of carrying out a given task, in other words, a high sense of self-efficacy, an appropriate degree of effort may be devoted to achieving success.

Willingness to communicate

            A factor related 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.

Inhibition

In a classic study, ostensibly designed to measure the effect of empathy on second language acquisition, but in actually one that highlighted inhibition, Gulora et al (1972a) designed an experiment using small quantities of alcohol to induce temporary states of less-than-normal inhibition in an experimental group of subjects.

Risk Taking

             Risk-taking variation seems to be a factor in a number of issues in second language acquisition and pedagogy. Beebe (1983) noted that fossilization, or the relatively permanent incorporation of certain patterns of error, may be due to a lack of willingness to take risks.

Anxiety

            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). However, recent research on language anxiety, as it has come to be known, focuses more specifically on the situational nature of state anxiety. Three components of foreign language anxiety have been identified (Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1989, 1991c) in order to break down the construct into researchable issue:

1.      Communication apprehension, arising from learners 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 others

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. It is probably the major factor in the harmonious coexistence of individuals in society. Language is one of the primary means of empathizing, but nonverbal communication facilities the process of empathizing and must not be overlooked.

Extroversion

Extroversion and counterpart, introversion, are also potentially important factors in the acquisition of a second language. The terms are often misunderstood because of a tendency to stereotype extroversion.