Affective Factor ESP Mrs Dewi (edited1).pptx
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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.
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Requirements in the subject Psychologies of Learning.
At the end of this chapter, the learners should be able to:
1. Explain the factors affecting learning
2. Explain how maturation affects learning
3. Explain the concept and importance of attention and perception
4. Explain the concept, principle, theories of motivation, and technique of motivating students.
5. Discuss Fatigue as a factor in Learning
INTRODUCTION:
Learning, as we know it, can be considered as the process by which skills, attitudes, knowledge, and concepts are acquired, understood, applied, and extended. All human beings engage in the process of learning, either consciously, subconsciously, or subliminally whether grownups or children. It is through learning that their competence and ability to function in their environment get enhanced. It is important to understand that while we learn some ideas and concepts through instruction or teaching, we also learn through our feelings and experiences. Feelings and experiences are a tangible part of our lives and these greatly influence what we learn, how we learn, and why we learn.
Learning has been considered partly a cognitive process and partly a social and affective one. It qualifies as a cognitive process because it involves the functions of attention, perception, reasoning, analysis, drawing of conclusions, making interpretations, and giving meaning to the observed phenomena. All of these are mental processes, which relate to the intellectual functions of the individual. Learning is a social and affective process, as the societal and cultural
context in which we function and the feelings and experiences that we have, greatly influence our ideas, concepts, images, and understanding of the world. These constitute inner subjective interpretations and represent our own unique, personalized constructions of the specific universe of functioning.
Our knowledge, ideas, concepts, attitudes, beliefs, and skills, we acquire, are a consequence of these combined processes. The process of learning involves cognition, feeling, experience, and context. Individuals vary greatly with regard to their ability, capacity, and interest in learning. You must have noticed such variations among your friends and students. In any family, children of the same parents differ with respect to what they can learn and how well they can
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For example, learning the tunes of songs and even their lyrics is often found to be easier than learning a formula or a poem. Do you ever wonder why this is so?
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Learning, as we know it, can be considered as the process by which skills, attitudes, knowledge, and concepts are acquired, understood, applied, and extended. All human beings engage in the process of learning, either consciously, subconsciously, or subliminally whether grownups or children. It is through learning that their competence and ability to function in their environment get enhanced. It is important to understand that while we learn some ideas and concepts through instruction or teaching, we also learn through our feelings and experiences. Feelings and experiences are a tangible part of our lives and these greatly influence what we learn, how we learn, and why we learn.
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Affective Factor ESP Mrs Dewi (edited1).pptx
- 1. Fachmi Hidayatulloh 17220192 Sherna Apriliana 18220310 Wapa Nurhalimah 18220307 Maudy Nur Intan 18220018 Deni Anggara 17220312 Penti Dwi Rizkika 17220332
- 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.
- 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.
- 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.