This document discusses several affective factors that influence second language acquisition: 1) Self-esteem - High self-esteem can lead to greater academic achievement including in language learning, while low self-esteem inhibits risk-taking and language learning. 2) Attribution theory - Whether students attribute success or failure to internal factors like ability or effort versus external factors like luck or task difficulty. Those attributing internally have greater control. 3) Anxiety - Both trait and state anxiety can inhibit language learning, especially communication apprehension, fear of negative social evaluation, and test anxiety. 4) Empathy, extroversion, and introversion - These personality traits impact how comfortable and capable students are

1. AFFECTIVE FACTORS IN SECOND
LANGUAGE ACQUISITION

2. SELF-ESTEEM
BELIEFS
BEHAVIOR
EMOTIONS

3. SELF-ESTEEM
• … A personal judgment of worthiness that is
expressed in attitudes that the individual holds
towards himself, … and indicates the extent to
which the individual believes in himself to be
capable, significant and worthy.
Dr Stanley Coopersmith (1967).

4. SELF-ESTEEM
Academic Success
• Self esteem is the result rather than the cause of
academic achievement.
Holly (1987)
• Self-esteem can be modified through direct
instruction and such instruction can lead to
achievement gains
Dr Martin Covington (1989)

5. SELF-ESTEEM
Academic Success in EFL Learning
• Good teachers succeed because they give optimal attention to linguistic
goals and to the personhood of their students.
Brown (1994)

6. ATTRIBUTION THEORY
Success or Failure Attributed to
Internal External
factors Factors
Ability Luck
The
I’m not teacher
No control
good at it doesn´t
like me
Effort Task difficulty
I didn´t The test
Control study was too
enough hard

7. INHIBITION
AFRAID OF LANGUAGE
LOW SELF- STRONG
MAKING LEARNING
ESTEEM INHIBITIONS
MISTAKES DIFFICULT
HIGH SELF- WEAK ATTITUDE OF LANGUAGE
ESTEEM INHIBITIONS OPENNESS LEARNING

8. RISK-TAKING
• try out new information.
• Strong intention of achieving success.
▫ Interaction requires the risk of failing to produce intended
meaning, of failing to interpret intended meaning, of being
laughed at, of being shunned or rejected. The rewards are great
and worth the risks.
Brown (2001)

9. ANXIETY
TRAIT ANXIETY STATE ANXIETY
PERMANENT EXPERIENCED IN A
PREDISPOSITION PARTICULAR EVENT
FOREIGN
LANGUAGE
FEAR OF NEGATIVE
COMMUNICATION
SOCIAL TEST ANXIETY
APPREHENSION
EVALUATION

10. EMPATHY
USE OF THE LOSE FIRST TAKE ON A
TARGET LANGUAGE NEW EMPATHY
LANGUAGE IDENTITY IDENTITY
FLEXIBLE
ADAPTABLE COMFORTABLE USING THE
INTERESTED IN OTHER SECOND LANGUAGE
PEOPLE

11. EXTROVERSION/INTROVERSION
EXTROVERT INTROVERT
SOCIABLE QUIET
IMPULSIVE INTROSPECTIVE
HAS MANY FRIENDS RESERVED AND DISTANT
INTERACTS EASILY TENDS TO PLAN AHEAD
LIKES EXCITEMENT DOES NOT LIKE EXCITEMENT
INTERPERSONAL COGNITIVE ACADEMIC
COMMUNICATION SKILLS. LANGUAGE ABILITY

12. DISCUSSION QUESTIONS
• What can a teacher do with students who have
very low self-esteem, a high level of anxiety and
are reluctant to take risks?
• How do you deal with the situation of having
different types of personalities in your class?