Bayanul Azhari & Hafifah
Affective Domain.
Affective domain is generally assumed to influence Second Language Acquisition (SLA). Affective factor here refers to the emotional side of human behavior.
Self-esteem
Self-esteem or self-confidence contributes the success of language learning. This may cause both positive and negative effects to learners as well as the learning processes. learners who have self-confidence will linearly succeed in language learning processes. Conversely, those who have less self-confidence will have lower spirit or motivation to the successful study of language. For the reason, the higher the self-confidence the students have, the higher the spirit to study will be, and the lower the self-confidence the students possess the lower the spirit to study will be.
Attribution Theory and Self-efficacy
Attribution theory (Weiner, 1980, 1992) is probably the most influential contemporary theory with implications for academic motivation. It incorporates behavior modification in the sense that it emphasizes the idea that learners are strongly motivated by the pleasant outcome of being able to feel good about themselves. It incorporates self-efficacy theory in the sense that it emphasizes that learners' current self-perceptions will strongly influence the ways in which they will interpret the success or failure of their current efforts and hence their future tendency to perform these same behaviors.
InhibitionInhibition is closely related to self-esteem: the weaker the self-esteem; the stronger the inhibition to protect the weak ego. Ehrman (1993) suggests that students with thick, perfectionist boundaries find language learning more difficult than those learners with thin boundaries who favor attitudes of openness and the tolerance of ambiguity. As Brown (1994) noted, language learning implies a great deal of self-exposure as it necessarily involves making mistakes.
Extroversion
The notion of extroversion/introversion stems from trait theories of personality developed in psychology. Trait theorists try to identify this in a human being’s personality that is relatively stable, and it is believed, at least innate. The majority of studies on the personality research in SLA have looked at the relationship between the extraversion-introversion dimension of personality and different linguistic variables relating to oral performance. To some extent, extroversion-introversion dimension of learners’ personality indeed affects the oral performance of their second language. The effect of the extraversion-introversion dimension on second language learners is obvious and remains stable over time.
Affective Domain.
Affective domain is generally assumed to influence Second Language Acquisition (SLA). Affective factor here refers to the emotional side of human behavior.
Self-esteem
Self-esteem or self-confidence contributes the success of language learning. This may cause both positive and negative effects to learners as well as the learning processes. learners who have self-confidence will linearly succeed in language learning processes. Conversely, those who have less self-confidence will have lower spirit or motivation to the successful study of language. For the reason, the higher the self-confidence the students have, the higher the spirit to study will be, and the lower the self-confidence the students possess the lower the spirit to study will be.
Attribution Theory and Self-efficacy
Attribution theory (Weiner, 1980, 1992) is probably the most influential contemporary theory with implications for academic motivation. It incorporates behavior modification in the sense that it emphasizes the idea that learners are strongly motivated by the pleasant outcome of being able to feel good about themselves. It incorporates self-efficacy theory in the sense that it emphasizes that learners' current self-perceptions will strongly influence the ways in which they will interpret the success or failure of their current efforts and hence their future tendency to perform these same behaviors.
Willingness to CommunicateWillingness to communicate
(WTC) is emerging as a concept to account for individuals’ first language (L1)
and second language (L2) communication. This study examined relations among L2
learning and L2 communication variables in the Japanese English as a foreign
language context using the WTC model and the socio educational model as a
framework.
InhibitionInhibition is closely related to self-esteem: the weaker the self-esteem; the stronger the inhibition to protect the weak ego. Ehrman (1993) suggests that students with thick, perfectionist boundaries find language learning more difficult than those learners with thin boundaries who favor attitudes of openness and the tolerance of ambiguity. As Brown (1994) noted, language learning implies a great deal of self-exposure as it necessarily involves making mistakes.
Risk TakingLinguists defined risk-taking as
an ability of being eager to try out new information intelligently regardless
of embarrassment in linguistics. Risk-taking is not only the third affective
domain in personality factors but also one of the important parts in learning
second language. Because of a strong intention of achieving success on learning
something they yearn for mastering, language learners are willing to absorb new
knowledge from their teacher spontaneously but how to interact with teacher?
The easiest manner is to take the risk. Although it may be impulsive and too
awkward to make a mistake, a good learner should require this characteristic to
succeed in Second Language Acquisition.
AnxietyAnxiety is feelings associated with uneasiness, frustration, self-doubt,
apprehension, and worry (Brown, 1994). Anxiety is further divided into
two levels: global or trait anxiety and situational or state anxiety (Brown,
1994). State anxiety comes in many forms, such as test anxiety. Foreign
language anxiety is one form of state anxiety.
Empathy
Emphaty, the ability to put oneself in another's shoes,
is also predicted to be relevant to acquisition in that the emphatic person may
be the one who is able to identify more easily with speakers of a target
language and thus accept their input as intake for language acquisition
(lowered affective filter). Empathy appears to interact with other attitudinal
factors. Schumann (1975) suggests that "... the natural factors that
induce ego flexibility and lower inhibitions (assumed to relate to increased
empathy) are those conditions which make the learner less anxious, make him
feel accepted and make him form positive identifications with speakers of the
target language"
Empathy in oral
performance of second language acquisition
Empathy refers
to people’s willingness and ability t identify with others.Extroversion
The notion of extroversion/introversion stems from trait theories of personality developed in psychology. Trait theorists try to identify this in a human being’s personality that is relatively stable, and it is believed, at least innate. The majority of studies on the personality research in SLA have looked at the relationship between the extraversion-introversion dimension of personality and different linguistic variables relating to oral performance. To some extent, extroversion-introversion dimension of learners’ personality indeed affects the oral performance of their second language. The effect of the extraversion-introversion dimension on second language learners is obvious and remains stable over time.
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