This document discusses affective factors in language learning, specifically motivation. It defines affective factors as how learners experience emotions during learning. Learners are emotional beings, not machines, so their emotions impact the learning process. It also discusses the relationship between emotional and cognitive factors, stating that learners must be motivated to actively think about and learn new information. There are two main types of motivation discussed: instrumental motivation which comes from an external need to learn, and integrative motivation which comes from a desire to be part of the language community. The conclusion is that motivation is complex and individual, and should satisfy both learning needs and potential future needs as users of the language.
2. Affective Factors : Learners as emotional being.
Definition
This attitude affects the way we see learners – more like machines to
be programmed than people with likes and dislike, fears, weaknesses
and prejudices. But learners are people. Even ESP learners are people.
They may be learning about machines and systems, but they still learn
as human beings.
3.
4. The relation of the emotional and cognitive factor
If we consider the importance of the relationship between the
emotional factor and the cognitive theory, we can easily seen that
learners will learn when they actively think about what they are
learning.
But this cognitive factor presupposes the affective factor of motivation.
Before learners can actively think about something, they must want to
think about it.
The emotional reaction to the learning experience is the essential
foundation for the initiation of the cognitive process.
5.
6. Instrumental Motivation
Instrumental motivation is the reflection of an external need. The
learners are not learning a language because they want to , but rather
because they need to. The need may vary, but the important factor is
that the motivation is an external one.
7. Integrative motivation
Integrative motivation, on the other hand, derives from a desire on the
part of the learners to be members of the speech community that uses
a particular language.
8. Conclusion
Motivation, it appears, is a complex and highly
individual matter. It should satisfy their needs as
learners as well as their needs as potential target
users of the language.
