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Personality factors

Personality factors






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    Personality factors Personality factors Presentation Transcript

    • Intrinsic side of affectivityBy:Dolly Ramos Gallego
    • cognitive theories of learning will be rejected unless a role is assigned to affectivity. Hilgard (1963)
    •  Personality is made up of the characteristic patterns of thoughts, feelings and behaviors that make a person unique. Remaining fairly consistent throughout life. Igor Balasanov Personality factors within a person that contribute in some way to success of language learning. Brown (2002)
    •  Studies have led to the understanding of SLL & to improve Lg teaching methods It is the emotional side of human behavior, and it may be juxtaposed to the cognitive side.
    • Descriptive and evaluative self-related statementsDEF: The evaluation with regard to (Harter 1996)oneself. It encom passes beliefs andem otions such as trium ph, d espair,prid e and sham e.The extent to which a person believesto be capable, significant and worthy(for ex: "I am com petent", "I amworthy")•D erived from experienceswith them selves and others.•Global ST= general•Situational ST = L ife situation•Task ST = specific activities
    • C hicken or egg ???????Teachers can have a positive and influential effect on  L inguistic perform ance  The Em otional well-being of the stud ents Weiner and others (Slavin, 2003; d escribe attribution theory in term s of 4 explanations for success and / failure in achieving a or personal objective: 1. A bility 2. E ffort (INTE RNA L ) 3. L uck. 4 Perceived difficulty of a task (E XTE RNA L )
    • All hum an beings build sets of d efenses to protect the ego• Newborns: no concept of own self grad ually id entity• Childhood: awareness respond ing & valuing & create a system• Adolescence: changes PH ,EM ,C G D efensive/protective fragile ego. Theaten• Adulthood: continue build ing d efenses
    • • FL/SL acquisition involves a New Identity/newly acquire competence• An adaptive language ego (Giora 1972) enables learners to lower the inhibitions that may impede success.• Lg teaching approaches characterized by meanningful clr communication
    • • Good learners• The ability to make intelligent guesses/successful L/ing• They don’t take wild guesses• Take the risk of being wrong (bad grade, fail in one exam, punishment, embarrassment)
    • • RT yield + effects in 2L.Silent Students:  Unwilling to look foolishHigh Risk-Takers:  may be need to be “tamed”Value:  the student as persons for those risks that they take.Beede (1983) Fossilization and poor RT
    • Associated with feelings of frustration,self-d oubt, apprehension, worry, or uneasiness.L g learning anxiety 3 com ponents (Garner 1 991 )  C om m unication apprehension  Fear of neg social evaluation  Test anxietyL evels of Anxiety Trait = perm anent pred isposition State = Event or actDebilitative: It im ped es your perform anceFacilitative: Enough to get the job d one
    • Teacher MUST differentiate between the type of anxiety ss have Delibitative Facilitative Anxiety (positive effects)
    • http://www.youtube.co m/watch? v=bA1f_41D9Vk“putting yourself into som eone else’s shoes” What others und erstand ing & feelingsGiora: you can’t fully und erstand others untilyou know yourself•C om m unication requires a sophisticatedd egree of em pathy. (C M M breakd own)•To be able to und erstand the other person’saffective and cognitive states http://www.youtube .com/watch? v=a7DDodfk7bU
    • Empathy and SympathyThe need to define cross- cultural and Cognitive empathy
    • • Stereotype: “life of the party”• Extroverts. “N eed to receive ego enhancem ent, self-esteem , and a sense of wholeness from other people.”• They N EED O TH ER people to feel “good ”• C ontrary to our stereotypes• Introverts can have an inner strength of character
    •  Stereotypes have influenced teachers’ perception of stud ents. Prejud ging on the basis of perceived extroversion. Visibility in the classroom is not d ue to extroversion factor. Extroversion m ay be a symptom of d efensive barriers There is no correlation of 2L success
    • • Affective factors influence greatly in 2L• Identify those personality factors significant for 2L• Don’t judge the book by its cover
    • The fundamental notion ofRECEIVING RESPONDING VALUING are universalwhom the com m u & to the lg to the person & on the com m act of to the context interpersonal
    •  http://www.kau.edu.sa/Files/0008718/Files/89601_Cha Brown 2000 http://www.imperial.ac.uk/chemicalengineering/comm http://en.wikipedia.org/wiki/Self-esteem http://psychology.about.com/od/overviewof personality/a/persondef.htm