GROUP 5-AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION

NAME       : ANI SUKMA SARI             (2130730015)

:FATHIMATUZZAHROH   (2130730018)

CLASS       : IVA

GROUP     : 5

AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION

Understanding how human being feel and respond and belive and value is an exceeding important aspect of a theory of second language acquisition. We turn now to a consideration of specific affective factors in human behavior and how they relate to second language acquisition.

† Self-Esteem

Self-esteem is probably the most pervasive aspect of any human behavior. Personality development universally involves the growth of a person’s concept of self,acceptance of self, and reflection of self as seen in the interaction betwee self and others. Three general levels of self-esteem have been described in the literature to capture its multidimentionality:

1.      General global sel-esteem is said to be relatively stable in a mature adult, and is resistent to change excepet by active and extended theraphy.

2.      Situational or specific self-esteem refers to one’s self-appraisals in particular life situations.

3.      Task self-esteem relates to particular task within specific situations. 

† 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. In an earlier study on WTC, Maclntyre et al. (1998) found that number of factors appear to contribute to presdiposing one learner to seek, and another learner to avoid, second language communication. Nothing that a high level of communicative ability does not necessarily correspond with a high WTC , Maclntyre et al. Proposed a number cognitive and affective factors that underlie the latter: motivation, personality, intergroup climate, and two levels of self-confidence.

          † Inhibition

             Yet another variable that is closely related to, and in some cases subsumed under the notion of self-esteem abd self-efficacy is the concept of inhibition. The process of building defenses continues into adulthood. Anyone who has learned a foreign language is actely aware that second language learning actually necessitates the making of mistakes. If we never  ventured to speak a sentence until we were absolutely certain of its total correctness, we would likely never communicate productively at all. But, mistakes can be viewed as threaths to one’s ego. There are two threart to hearken back to attribution theory described early:

1.      Internally, is one’s critical self and one’s performing self can be in conflict: the learner performs something “wrong” and becomes critical of his or her mistake.

2.      Externally, is learners perceive others to be critical, even judging their very person when they blunder in a second language.        

 

  RISK TAKING

Risk taking is an important characteristic of successful learning of a second language. As Rubin & Thompson (1994) noted, successful language learners make willing and accurate guesses. Bebe (1983) noted that fossilization, or the relatively permanent incorporation of certain patterns of erros, may be due to a lack of willingness to take risks.

  ANXIETY

 Intricately intertwinned with self-esteem, self-efficacy, inhibition, and risk taking, the construct of anxiety plays a major affective role in second language acquistion. Spielberger 91983,p.1) defined anxiety as “ the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.”

·         There are three components of foreign language anxiety:

1.      Communication apprehension

2.      Fear of negative social evaluation

3.      Test anxiety, or apprehension over academic evaluation

·         There are two understandings of anxiety lies in the distinction:

1.      Debilitative

2.      Facilitative

In a foreign language class, the anxiety could be the result of first language deficits, namely, difficulties that students may have with language “codes” – phonological, syntatic, lexical, and semantic features. Consequently, anxiety was correlated with low-perceived self-worth, competence, and intelligence in a study by Bailey, Onwuegbuzie, and Daley (2000).

 EMPATHY

The process of “putting yourself into someone else’s shoes, “ of reaching beyond the self to understand what another person is feeling can be called as emphaty.

  EXTROVERSION

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