Personality Factors In Second Language Acquisition

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Personality Factors In Second Language Acquisition

  1. 1. BY: EULICES CORDOBA JACKS ROBERT PALACIOS
  2. 2. <ul><li>voluntarily : </li></ul><ul><li>Do your students feel the need of communicating in English? </li></ul>
  3. 3. <ul><li>Refers to: </li></ul><ul><li>emotion / feelings </li></ul><ul><li>receiving and responding </li></ul><ul><li>valuing: placing worth on a thing </li></ul><ul><li>value system </li></ul>
  4. 4. <ul><li>They are considerations of specific factors in human behavior and how they relate to second language adquisition </li></ul>
  5. 5. <ul><li>GLOBAL SELF - ESTEEM </li></ul><ul><li>SPECIFIC SELF - ESTEEM </li></ul><ul><li>TASK SELF - ESTEEM </li></ul><ul><li>Pair up discussion: </li></ul><ul><li>What is the importance of self esteem in second language acquisition? </li></ul>
  6. 6. <ul><li>HOW PEOPLE USUALLY EXPLAIN THE CAUSE OF SUCCESS AND FAILURE? </li></ul><ul><li>INTERNAL FACTOR : ABILITY AND EFFORT </li></ul><ul><li>EXTERNAL FACTOR: TASK DIFFICULTY AND LUCK </li></ul><ul><li>WHAT STUDENTS WITH LACK OF SELF-EFFICACY CAN ATTRIBUTE THEIR FAILURE TO? </li></ul>
  7. 7. <ul><li>The intention to initiate comunication. </li></ul><ul><li>Predisposition to communicate. </li></ul><ul><li>What factors can conttribute to have a good WTT ? </li></ul><ul><li>What could you do to increase your students´ willingness to communicate up? </li></ul><ul><li>Can motivation, intergroup climate and good self-confidence help our students to increase the WTC? </li></ul>
  8. 8. <ul><li>INHIBITION </li></ul>The process of building set of defenses to protect the ego. LANGUAGE EGO: EGOISTIC NATURE OF SECOND LANGUAGE. IN GROUP OF THREE: TELL A STORY IN WHICH ONE OF YUOR STUDENTS WAS RELUCTANT BECAUSE OF HIS THE EGO
  9. 9. <ul><li>RISK TAKING </li></ul><ul><li>CREATE A CLIMATE OF ACCEPTANCE THAT WILL STIMULATE SELF-CONFIDENCE , AND ENCOURAGE PARTICIPANTS TO EXPERIMENT AND DISCOVER THE TARGET LANGUAGE, </li></ul><ul><li>IN GROUP OF THREES, WRITE DOWN HOW TO MOTIVATE YOUR STUDENTS TO TAKE RISKS </li></ul>
  10. 10. <ul><li>PLAY A MAJOR AFFECTIVE ROLE IN SECOND LANGUAGE ADQUISITION </li></ul><ul><li>WHY? </li></ul><ul><li>ANXIETY IS ASSOCIATED WITH FEELING OF FRUSTRATION, SELF DOUBT, APPRENHENSION, OR WORRY. </li></ul><ul><li>TRAIT ANXIETY : GOBAL </li></ul><ul><li>STATE ANXIETY: RELATIONSSHIP </li></ul><ul><li>LANGUAGE ANXIETY: MOST OF STUDIES CONCLUDE THAT ANXIETY HAS BAD EFFECT ON LANGUAGE LEARNING PROCESS. </li></ul><ul><li>CAN ANXIETY HAVE A NEGATIVE EFFECT ON THE LANGUAGE LEARNING PROCESS? </li></ul>
  11. 11. A Comparison of Anxious and Good Learners Anxious Learner Good Learner (Wenden and Rubin 1987) 1. Is reluctant to take risks (Ely 1986) 1. Is willing to take risks 2. Relies heavily on memory 2. Is tolerant of ambiguities 3. Is reluctant to hypothesize (MacIntyre and Gardner 1994) 3. Possesses good cognitive strategies of guessing and inferring 4. Is disorganized and inefficient in recall of learned items (MacIntyre and Gardner 1994) 4. Shows good strategies of monitoring, categorizing, and synthesizing 5. Feels apprehension and self-doubt; is frustrated (Arnold and Brown 1999) 5. Shows positive attitude; is sociable and outgoing
  12. 12. <ul><li>WE HAVE ALREADY RECOGNIZED THE IMPORTANCE OF THE SOCIAL ASPECTS, THE RELATION BETWEEN LANGUAGE AND SOCIETY. IT IS THE PROJECTION OF ONE’S PERSONALITY INTO THE PERSONALITY OF OTHERS IN ORDER TO UNDERSTAND THEM BETTER . </li></ul><ul><li>COMMUNICATION REQUIRES EMPATHY TO COMMUNICATE EFFECTIVELY .PUTTING YOURSELF INTO SB SHOES </li></ul>
  13. 13. <ul><li>THE EXTROVERTED PERSON MAY ACTUALLY BEHAVE IN EXTROVERTED MANNER IN ORDER TO PROTECT HIS / HER OWN EGO , WITH EXTROVERTED BEHAVIOR BEING SYMTOMATIC. </li></ul><ul><li>DOES EXTROVERSION HINDER THE PROCESS OF SECOND LANGUAGE ADQUISITION? </li></ul>

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