Name : Mery Intinia Defi (2130730023)
Achmad Hudan Grisha (2130730025)
Personality Factors
THE AFFECTIVE
DOMAIN
the emotional side of human believe behavior, and
may be juxtaposed to cognitive side.
Benjamin Bloom and his colleagues
provided a useful extended definition of the affective domain :
- The development of affectivity begins within receiving.
- Persons must go beyond receiving to responding commiting them selves in at least some small measure to a phenomenon or a person.
- Involves valuing: placing worth on a thing, a behavior, or a person.
- The organization of values into a system beliefs, determining interrelationship among them, and establishing a hierarchy of values within the system.
- Individual become characterized by and understand themselves in term of their value sytem.
AFFECTIVE FACTORS
IN A SECOND LANGUAGE ACQUISITION
Self-Esteem
Self-Esteem is
probably the most pervasive aspect of any human behavior.
It also expresses
an attitude of approval or disapproval and indicates the extent to which
individual believe themselves to be capable, significant, successful and
worthy.
The general
levels of self-esteem have been described in the literature to capture its
multi dimensionality:
a. General or global self-esteem : relatively stable in mature adult, and
resistant to change except by
active and extended therapy.
b. Situational or specific self-esteem : one’s self-appraisal in particular
life
situation.
c. Task self-esteem : relates to particular tasks within specific situation.
Willingness to
Communicate
A factor related
to attribution and self-efficacy, on that seen surge of recent interest in the
research literature.
WTC may be
defined as “ an underlying continuum representing the predisposition toward or
away from communicating given the choice”.
The factor appear
to contribute to predisposing on learner seek, and another learner to avoid,
second language communication,
Inhibition
Yet another
variable that is closely related to, and in some cases subsumed under the
notion of the self-esteem and self-efficacy.
Those with weaker
self-esteem maintain walls of inhibition to protect what is self-perceived to be
weak or fragile ego, or a lack of self confidence in a situation or task.
Language ego :
egoistic nature of second language acquisition involves some degree of identity
conflict as language learners take on a new identity with their newly acquired
competence.
Second language
ego studies of learners with thin(permeable) and thick (not as permeable) ego
boundaries.
Risk Taking
The learners have
to be able to gamble a bit, to be willing to try out hunches about the language
and take the risk of being wrong.
Risk taking is an
important characteristic of successful learning of second language.
Risk taking
variation seems t be a factor in a number of issues in second languge
acquisition and pedagogy.
Anxiety
Anxiety is
associated with feelings of uneasiness, frustration, self-doubt, apprehension or
worry.
The research on
anxiety there are various levels :
Trait anxiety :
more permanent predisposition to be anxious
State anxiety :
experienced in relation to some particular event or act.
The components
of foreign language anxiety identified :
- Communication apprehension
- Fear of negative social evaluation
- Test anxiety
Empathy
Some approaches
to language teaching fail to accomplish the goal of communicativity in the
learner by overlooking the social nature of language.
Empathy is the
process of reaching beyond the self to understand what another person feeling.
Language is one
of the primary means of empathizing, but nonverbal communication facilities
that the process of empathizing and must not be overlooked.
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 the
affirmation within oneself.
Extroversion is
commonly thought to be related to empathy but such may not be the case.
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