READING REPORT-7 TESOL Yohanis rivaldi sembiring

PERSONALITY FACTORS

SUMMARY

This chapter discusses different aspects of the affective domain in second language acquisition,

particularly the intrinsic side of affectivity, which involves personality factors that contribute to

language learning success. Affectivity pertains to emotions and feelings, and it represents the

emotional side of human behavior that is distinct from the cognitive side. Understanding the

affective states and feelings of language learners is crucial in developing a theory of second

language acquisition.

Self-esteem is a pervasive aspect of human behavior that underlies successful cognitive and

affective activities. Learners need to have self-confidence, knowledge of themselves, and self-

efficacy, which is the belief in their capabilities to perform language learning activities

successfully. Another factor related to attribution and self-efficacy is the willingness to

communicate, which is the predisposition toward initiating communication when given a choice.

Risk-taking is another important characteristic of successful second language learning, and it

varies among learners. Anxiety is also an affective variable that can influence language learning,

with trait anxiety being a more permanent predisposition to anxiety. Empathy is essential for

harmonious social interaction, and language is one of the primary means of empathizing,

although nonverbal communication also plays a role.

READING REPORT-7 TESOL Yohanis rivaldi sembiring

Extroversion and introversion are potential factors in second language acquisition, with

extroversion potentially facilitating language learning. Finally, motivation is a central affective

variable in language learning and is often used to explain success or failure in complex tasks.

Research on motivation is extensive and emphasizes the importance of this variable in second

language acquisition.

REFLECTION

This chapter emphasizes the significance of affective factors in second language

acquisition, stressing the importance of personality traits like self-esteem, self-efficacy,

willingness to communicate, risk-taking, empathy, extroversion, and motivation in language

learning. As aspiring teachers, we must foster a supportive learning environment that promotes

communication, risk-taking, and empathy among learners. Anxiety, which can affect language

learning, needs to be addressed, and teachers must be aware of their students' anxiety levels and

provide support to alleviate them. The focus on affective factors suggests that language teaching

should encompass both the cognitive and affective domains to create a comprehensive approach

to language learning.