Group 2 (Andita Suryani-Jeffry Yudistira)- affective factors in second language acquisition

Name of Group 2:

1.      Andita Suryani

2.      Jeffry Yudistira

AFFECCTIVE FACTORS IN SECOND LANGUAGE ACQUISITION

Self-esteem

Self-esteem is probably the most pervasive aspect of any human behavior. There are three general levels of self-esteem

1.      General or global self-esteem

2.      Situational or specific self-esteem

3.      Task self-esteem

Attribution theory and self-efficacy

1.      Attribution theory focuses on how people explain the causes of their own successes and failures.

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

Willingness to communicate

Willingness to communicate (WTC) may be defined as ” an underlying continuum representing the predisposition toward or away from communicating, given the choice.

Inhibition

The concept of inhibition is yet another that is closely related to and in some cases subsumed under the notion of self-esteem and self-efficacy.

Childhood: the growing, degrees of awareness, responding and valuing begin to create a system of affective traits that individuals identify with themselves.

In adolescence: the physical, emotional, and cognitive changes of the preteenager and teenager bring on mounting defensive inhibitions to protect a fragile ego, to ward off ideas, experiences, and feeling that threaten to dismantle the organization of values and beliefs on which appraisals of self-esteem have been founded.

Risk Taking

Risk taking is an important characteristic of successful learning of second language. As Rubin and Thompson (1994) noted, successful language learners make willing and accurate guesses. Bebe (1998) noted that fossilization or the relatively permanent incorporation of certain pattern of errors, may be due to a lack of willingness to take risks

Anxiety

Intricately intertwined with self-esteem, self deficiency, inhibition, and risk taking, the construct of anxiety plays a major affective role in second language acquisition. Spielberger (1983,p.1) define anxiety as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system”.

ü  Three components of foreign language anxiety:

1.      Communication apprehension

2.      Fear of negative social evaluation

3.      Test anxiety  

ü  Understanding of anxiety is divided into two terms:

1.      Debilitative

2.      Facilitative anxiety

The anxiety in a foreign language class could be the result of first language deficits, namely: difficulties that students may have with language “codes” (phonological, syntactic, lexical, semantic, features)

Thus, anxiety was correlated with low-perceived self-worth, competence, and intelligence in a study by bailey. 

Empathy

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

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 is extroversion.