Affective Factors in Language

Learning
• Affective factors are related to a learner's
emotions and feelings.
8 main affective factors:
1. Self-Esteem
2. Self-Efficacy
3. Willingness to Communicate
4. Inhibition
5. Risk-taking
6. Anxiety
7. Empathy
8. Extroversion/Introversion
• These factors interact to form an affective
filter. The affective filter can prevent a student
from optimal learning of a language. (Brown,
2007).
 SELF-ESTEEM
“… A personal judgment of worthiness that is
expressed in attitudes that the individual holds
toward himself, …and indicates the extent to
which the individual believes in himself to be
capable, significant and worthy.”

Dr Stanley Coopersmith (1967)

 3 Types of Self-Esteem
1. Global self-esteem - A person's general
assessment of her worth.
2. Situational self-esteem - Related to specific
situations
3. Task self-esteem - Specific to a task; one-subject
area
A person with a low self-esteem will be less likely
to attempt to use a new language. Teachers can
help build student self-esteem.
 SELF-ESTEEM & Academic Success
• Self-esteem is the result rather than the cause
of academic achievement.
Holly (1987)
• Self-esteem can be modified through direct
instruction and such instruction can lead to
achievement gains.
Dr Martin Covington (1989)
• A person with a low self-esteem will be less
likely to attempt to use a new language.
Teachers can help build student self-esteem.
 SELF-EFFICACY
• A student's belief that he can accomplish a
task
• Relates to the amount of effort a student
gives to a task
• A student with high self-efficacy contributes
success to personal effort.
• A student with low self-efficacy may blame
bad luck for failure or make excuses.
• Teachers must encourage students to believe
that they can accomplish a task.(Brown, 2007;
Ehrman, Leaver, and Oxford, 2003; Google
Images)
 WILLINGNESS TO COMMUNICATE
• WTC is a student's willingness to use 2nd
language in communication.
• WTC is highly related to self-efficacy, self-
confidence, motivation, and environmental
factors.
• The teacher can help develop WTC by creating a
welcoming, safe classroom environment and
building up self-confidence. (Brown, 2007;
Edwards & Roger, 2015)
 INHIBITION
• Inhibitions are "sets of defenses to protect the
ego (Brown, 2007)."
• Students with low self-confidence and weak
self-esteem will have more "walls" built up to
protect the ego.
• To reduce inhibitions related to language
learning teachers must encourage risk-taking
and break down barriers for the student.
(Brown, 2007)
 INHIBITION

Language
low self- strong fear of making
learning
esteem inhibitions mistakes
difficulty

high self- weak attitude of language

esteem inhibitions openness learning
 RISK-TAKING
• Interaction requires the risk of failing to
produce intended meaning, of being laughed
at, of being shunned or rejected. The rewards
are great and worth the risks.
Brown (2001)
• Risk taking aids 2nd language learning.
• Learners must be willing to try a new language
in the classroom and outside the classroom.
• Value students as persons and provide "safe"
risk taking environment in the classroom.
(Brown, 2007)
 ANXIETY
• Anxiety has a huge role in language learning
success or failure
• Two types of anxiety:
1. Trait anxiety
2. State anxiety
• Anxiety can be helpful or harmful.
• Just enough= helpful; too much= harmful
(Brown, 2007)
 ANXIETY
STATE ANXIETY
TRAIT ANXIETY
TEMPORARY
PREDISPOSITION
PERMANENT
PREDISPOSITION
FOREIGN
LANGUAGE

FEAR OF NEGATIVE
COMMUNICATION
APPREHENSIO N
SOCIAL TEST ANXIETY
EVALUATUION
 EMPATHY
• Empathy is emotionally "putting yourself in
someone else's shoes.
• To comprehend, one must understand others’
thinking and feelings.
• Empathy is easier to employ in speaking and
listening than in writing and reading. Can be
difficulty to develop across cultures. (Brown,
2007)
 EXTROVERSION/INTROVERSION
Extrovert Introvert

• Sociable • Quiet
• Impulsive • Introspective
• Friendly • Reserved and distant
• Interacts easily • Tends to plan ahead
• Likes excitement • Does not like excitement

Interpersonal Cognitive, academic, language

Communication skills ability
• Extroversion- getting energy and a sense of self
from other people
• Introversion- getting energy and a sense of self
from within oneself.
• Extroversion and introversion not to be
confused with shyness. Extroverts tend to be
better at oral communication. Be careful not to
confuse extroversion/introversion with cultural
traits such as politeness. (Brown, 2007)
• Extroverts tend to be better at oral
communication.
• Be careful not to confuse
extroversion/introversion with cultural traits
such as politeness. (Brown, 2007)