Group 6

Name :         Evi Eka Rahmawati
                    Wildatun Nahdiah

Class :         IV A

Affective Factors in SLA

The Affective Domain

            The Affective Domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side

Self-Esteem

Self-Esteem is probably the most pervasive aspect of any human behavior. Self-esteem refer to the evaluation which individuals makes and customarily maintain with regard to themselves; express an attitude to approval or disapproval, and indicates the extent to which individuals believe themselves to be capable, significant, successful, and worthy. 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

Willingness to communicate

               (WTC) may be defined as “an underlying continuum reprinting the predisposition toward or away from communicating, given the choice” (MacInryre et al, 2002,p. 538). Other studies of WTC generally confirm its relationship to self-efficacy and self-confidence (Yashima, Zenuk-Nishide, & Shimizu, 2004)

Inhibition

          In some case subsumed under, the nation of self-esteem and self-efficacy is the concepts of Inhibition. In adolescence, the physical, emotional, and cognitive changes of the pre teenager and teenager bring on mounting defensive inhibition to protect a fragile.

Risk taking

            Risk-taking philosophy is the belief that shared success and failures create trust between teachers and students.  For some of us, taking a risk means not wearing a tie to work, or learning students names AND calling on them personally to help you make a point to the rest of the class.  For others, taking a risk means reconstructing your course to emphasize collaborative learning, trading textbooks for provocative readings, or allowing students to submit exam questions for the final. The point is that if you are taking risks in the classroom you’re doing something different from what is comfortable for you.

Anxiety

Anxiety is actually good for learning, including language learning. While some anxiety increases adrenalin and actually facilitates performance, too much anxiety greatly hampers performance (e.g., the well-known phenomenon of a student who "goes blank" when called on by the teacher). Given that classroom language learning is already inherently stressful, it follows that teachers should seek ways to reduce their students' anxiety.

Empathy

          The human being is social animal and chief mechanism for maintaining the bonds of society language. Ideally, empathy would be the net effect of experience, which in classrooms is a matter of both process and knowledge. Students would learn to empathize rather than be taught to empathize, as a symptom of what they know.

Extroversion

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