In learning, there are factors that can affect you learning process in positive or negative way

1. Affective Domain
Personality Factors
and Second Languages
Adquisition

2. How are affects
and cognition
related?
 Cognitive consideration of second language
acquisition cannot provide the most
fundamental side of human bahavior.
 Cognitive theories of learning Will be rejected
unless a role is assigned to affectivity. Hilgard
(1963).
 Neorobiological research indicates that
reason and emotion are distinguishable but
inseparable.(Damasio 1994; LeDoux 1996)
 Reason and emotion complement each other.
 1) Reason : set a goal
 2) Emotion : get us involved enough to
act and to work towards the goal
 Affect and cognition are both part of the
learner’s whole-person development.
(Arnold, Jane 2011)

3. The Affective
Domain  Affect refers to emotion or feeling. It
involves a variety of personality
factors, feelings both about ourselves
and about others with whom we
come into contact.
 Understanding how human beings
feel, respond, believe and value is an
exceedingly important aspect of a
theory of second language
acquisition.

4. Personality Factors  Personality factors are the intrinsic
side of affectivity within a person
that contribute in some way to the
success of language learning.
• Self-esteem
• Inhibition
• Anxiety
• Risk-taking
• Motivation

5. MOTIVATION  Many studies and experiments in
human learning have shown that
motivation is a key to learnin in
general.
 Motivation can be instrumental (school
or career oriented) or integrative
(socially or culturally oriented).
 It can also be intrinsic or extrinsic.

6. Instrumental
Motivation
 Language is a Tool that allows you to get
something.
 Acquiring a language as a means for attaining
instrumental goals:
 Furthering a career (getting a
promotion)
 Job
 Pleasure (songs/movies)
 Reading technical material
 Getting accepted in a program
 Translating
 Test scores – Rewards

7. Intrinsic
Motivation
• There is no apparent reward except the activity
itself.
• Inner feeling of competence and self-realization
are the rewards.

8. Which is better?
 Most of the research points to the direction of
intrinsic motivation, especially for long-term
retention.
 Piaget and others suggest that human beings
normally seek out a reasonable challenge.

9. Implications
for Teaching
 Can we do without extrinsic
motivation?
 Developing a relationship with
learners. How can we, as teachers,
build instrinsic motivation?

10. When to Use
them?

11. Which do you prefer?
The emotional side of human behavior may be juxtaposed to the cognitive side.

12. CONCLUSION
 Affective factors influence greatly in 2L
 Most of the research points to the direction of
intrinsic motivation, especially for long-term
retention.
 Most people assume that intrinsic motivation is
best, but it is not always possible in every
situation.

13. Self – esteem
Self-esteem is how we value and perceive ourselves. It's based on our opinions and
beliefs about ourselves, which can sometimes feel really difficult to change.

14. the Myers-Briggs Type Indicator
 The Myers-Briggs Personality Type Indicator is
a self-report inventory designed to identify a
person's personality type, strengths, and
preferences. The questionnaire was developed
by Isabel Myers and her mother Katherine Briggs
based on their work with Carl Jung's theory of
personality types. Today, the MBTI inventory is
one of the most widely used psychological
instruments in the world.