CHAPTER

PERSONALITY
FACTORS
PRINCIPLES OF LANGUAGE LEARNING
AND TEACHING

BY:
ARA S. MARCA
MA. ANGELICA M. MARIN
AFFECTIVE DOMAIN
Affect
EMOTION FEELING
 AFFECTIVE DOMAIN
What is affective domain?

Is the emotional side of human

behavior.
Krathwohl, Bloom, & Masia (1964)
01 02 03
Receiving Responding Valuing

04 05
Organization Value System
 Affective Factors in SLA
01 02 03
Self-Esteem Attribution Willingness to
Theory and Communicate
Self-Efficacy
04 05 06
Inhibition Risk Taking 08 Anxiety
07
Empathy Extroversion
 Self-Esteem

Known as the widespread

aspect of human behavior.

Phatic Communion
 Self-Esteem

Coopersmith, 1967
Refers to the evaluation which
individual make and
customarily with regard to
themselves.
 Self-Esteem

3 General Levels of Self-Esteem

1. Global SE
2. Situational SE
3. Task SE
Attribution Theory and Self- Efficacy

Bernard Weiner
- focuses on how people explain
the causes of their own success
and failures
Attribution Theory and Self- Efficacy

4 Typical Explanation
1. Ability
2. Effort
3. Difficulty of Task
4. Luck
 Attribution Theory and Self- Efficacy

Self- Efficacy- capable of

performing in a certain manner to
attain a certain goal.
 Willingness to Communicate

A person’s predisposition toward

communicating.
 Inhibitions
-To hold back or prevent
responses to protect ego.

- Language Ego
-Thick and Thin Ego
 Risk-Taking

Important characteristics of
successful learning of SL.
 Anxiety

• Trait Anxiety
• State Anxiety
• Language Anxiety
 Anxiety
Three Components of FLA
• Communication Apprehension
• Fear of Negative Social
Evaluation
• Test Anxiety
 Empathy

• Putting yourself to someone

else’s shoes
• Transaction
 Extroversion

• Extroversion vs. Introversion

MOTIVATION
MOTIVATI
ON
Motivation refers to the
combination of attempt plus
desire to obtain the objective of
learning the language plus
desirable attitudes towards
learning the language.
 Three Views of Motivation
1. Behavioristic – getting a reward

2. Cognitive– driven by basic human need; internal, individual

forces in control to satisfy the need for:
* Exploration * Stimulation
* Manipulation of the environment * Knowledge
* Activity * Ego enhancement

3. Constructivist– derived from a social context

 Three Views of Motivation
Behaviouristic Cognitive Constructivist
Driven by basic human needs
(exploration, manipulation,
Anticipation of reward Social context
etc.)

Desire to receive positive

reinforcement Degree of effort expended Community

External individual Internal, individual forces in

Social status
Forces in control control

Security of group

Internal, interactive forces in control

MOTIVATION
 TWO TYPES OF ORIENTATION
(Instrumental and Integrative Orientation)

 Robert Gardner and Wallace Lambert (1972)

 Instrumental
academic or career related
 Integrative
socially or culturally oriented
MOTIVATION
 Gardner and Lambert (1972) and Spolsky (1969)
- found that integrativeness generally accompanied higher scores
on proficiency tests in a foreign language.

 Lukmani (1972)
- demonstrated that among Marathi-speaking Indian students
learning English in India, those with instrumental
orientations scored higher in tests of English proficiency.

 Braj Kachru (1992, 1997)

- English has become an international language, can be acquired
very successfully for instrumental purposes alone.
MOTIVATION

They point out once again that

there is no single means of
learning a second language.

Most situations involve a mixture

of each orientation.
 Intrinsic and Extrinsic Motivation
INTRINSIC MOTIVATION
 Those who learn for their own self-perceived
need and goals are intrinsically motivated.

EXTRINSIC MOTIVATION
 Those who pursue a goal only to receive an
external reward from someone else are
extrinsically motivated.
 Intrinsic and Extrinsic Motivation
 Edward Deci (1975, p.23)
INTRINSIC MOTIVATION
 Not for extrinsic reward; just for their own sake; for their
internally rewarding; feelings of competence and self-
determination.
EXTRINSIC MOTIVATION
 typical extrinsic rewards are money, prizes, grades, and
positive feedback; to avoid punishment.
 Intrinsic and Extrinsic Motivation
Which form of motivation is more powerful?

Intrinsic orientations,
especially long-term retention
 Intrinsic and Extrinsic Motivation
 Maslow (1970) claimed that intrinsic motivation is
clearly superior to extrinsic.

 Jerome Bruner (1966b)

- praising the “autonomy of self-reward”

 One of the principal weakness of extrinsically

driven behavior is its addictive nature.
 Intrinsic and Extrinsic Motivation
 It is important to distinguish the intrinsic-extrinsic construct from Gardner’s
integrative-instrumental orientation.

 Kathleen Bailey (1986)

 Motivational Dichotomies
Intrinsic Extrinsic
L2 learner wishes to Someone else wishes the L2 learner to know
integrate with L2 culture the L2 for integrative reasons (e.g., Japanese
Integrative (e.g., for immigration or parents send kids to Japanese language
marriage) school)

Instrumental L2 learner wishes to

achieve goals utilizing L2
External power wants L2 learner to learn L2
(e.g., corporation sends Japanese
(e.g., for a career) businessman to U.S for language training)
 NEUROBIOLOGY & AFFECT

 John Schuman
 Amygdala
 Sustained deep
learning (SDL)
 Homeostatic value

 Sociostatic value
Personality Types and Language Acquisition
 Intrinsic Motivation in the Classroom

1. Extrinsic Factors: Curriculum, course goals, parental expectations,

standardized tests, etc.
2. Ways to create intrinsically motivating activities
3. Follow the 10 commandments of LL motivation
Thank You!!