This document discusses affective factors that influence second language acquisition, including language ego, self-confidence, and risk-taking. It notes that affective issues play a significant role in learner success. The language ego refers to an identity based on the language one speaks, and can lead to defensiveness or fragility. When teaching a second language, teachers should consider when to correct students, how structured activities should be, and how to build student self-confidence without making tasks too easy or difficult. Self-confidence, or the belief that one can accomplish a task, is linked to learner success. Risk-taking is important for language learning, but students may fear looking ridiculous when taking risks. Teachers should aim to establish trust and

1. UNIVERSIDAD CENTRAL DEL ECUADOR
FACULTAD DE FILOSOFIA, LETRAS Y
CIENCIAS DE LA EDUCACION
Plurilingue
Quito semestre
Monica Saenz

2. FUNDAMENTAL PURPOSES OF
LANGUAGE LEARNING
AFFECTIVE PRINCIPLES

3. LANGUAGE EGO

4.  Affective issues among learners of an L2 play a very
significant role in determining the success of the learner,
whether they be a child, a teen, or an adult.

5.  Even linguists, who might be pretty familiar already with
all of the ways that languages behave, might still be
effected by the emotions that crop up as part of language
acquisition.

6. WHAT IS IT?
 The language ego can describe a kind of identity one
develops based on the language one speaks.

7. DEFENSIVENES
S
FRAGILITY
RISING
INHIBITIONS

8.  Child is still in the process.
Adult is more planted

9. WHILE TEACHING A SECOND LANGUAGE THE
TEACHER SHOULD TAKE THE FOLLOWING INTO
CONSIDERATION:
 When students should be corrected
 How planned and structured should the activity be
 How much should be explained, and how should the
student be treated

10. PRAISE STUDENTS

11. NOT BE AFRAID

12. NEITHER TOO EASY NOR TOO DIFFICULT.

13. SELF-CONFIDENCE
“I can do it!” principle or
self-esteem principle

14. DEFINITION
 It is a personal judgment of worthiness that is expressed
in the attitudes that individuals hold toward themselves

15. WHAT DOES IT MEAN?
 Learners' belief that they indeed are fully capable of
accomplishing a task is at least partially a factor in
their eventual success in attaining the task.

16. PEOPLE DERIVE THEIR SELF-ESTEEM FROM:
 Accumulation of experiences

17.  Assessments of the external world around them

18. THREE GENERAL LEVELS OF SELF-ESTEEM
 General or global self-steam
 Situational or specific self-steam
 Task self-esteem
All three levels of self-esteem correlated positively with
performance on the oral production measure

19. GENERAL OR GLOBAL SELF-STEAM
 Stable in a mature adult.
 It is the general or prevailing assessment one
makes of one’s own worth over time and across a
number of situations

20. SITUATIONAL OR SPECIFIC SELF-STEAM
 One’s self-appraisals in particular live situations or on
certainly relatively discretely defined traits.
 Might encompass second language acquisition in general

22. TASK SELF-ESTEEM
 Relates to particular task within specific situations
 Might appropriately refer to one’s self-evaluation of
a particular aspect of the process.

24.  Self-esteem appeared to be an important variable in
second language acquisition, particular in view of cross-
cultural factors of second language learning.

25. COGNITIVE AND AFFECTIVE FACTORS
 Motivation
 Personality
 Intergroup climate
 Two levels of self-confidence

27.  Does high self-esteem cause language success, or
does language success cause high self-esteem?

28. IMMEDIATE CLASSROOM APPLICATIONS
 Give ample verbal and nonverbal assurance to
students
 Sequence techniques from easier to more difficult
It sustains self-confidence where it
already exist and build it where it doesn’t.
Students then can establish a sense of
accomplishment that catapults them to
the next more difficult step.

29.  Create situations where students cannot fail.
 Set realistic expectations. Work to build student
self-esteem on a daily basis.
 Keep things interesting. Little changes in daily
routines can make classroom activities more fun.
 Make positive statements instead of negative ones.
Find ways to give criticism in a positive manner.
HOW CAN YOU BUILD SELF-ESTEEM IN YOUR
STUDENTS?

30.  Build on successes whether they are large or small.
No matter the size, celebrate success as it happens.
 Maintain a record of successful activities.
 Take self-esteem lessons outside the classroom and
into the home. Encourage
parents, grandparents, caregivers and guardians to
continue the same strategies while the child is with
them.

31.  Chain of Talents
 Compliments
 Drawing your self
 Making a commercial
 My Best
 Reinforcement
ACTIVITIES WE CAN USE TO INCREASE SELF-
ESTEEM

32. RISKS-TAKING

33. Taking risks and experimenting beyond what is certain
creates better long-term retention.

34.  Learners have to try out their hunches about the
language and take risks of being wrong.

35. SOME OF THE NEGATIVE PROBLEMS THAT FOSTER
FEAR OF RISK-TAKING BOTH IN THE CLASSROOM
AND IN NATURAL ENVIRONMENT.

36. IN THE CLASSROOM

37. It might include a bad grade in the course.

38. A reproach from the teacher.

39. A smirk from a classmate.

40. OUTSIDE THE CLASSROOM

41. They fear looking ridiculous.

42. They fear the frustration coming from a listener’s look.

43. They fear the alienation of not being able to communicate
and thereby get close to other human beings.

44. HOW TO SOLVE IT ?

45. To establish an adequate affective framework.

46. To create a climate of acceptance that will stimulate self-
confidence.

47. Risk-taking variation seems to be a factor in a number of
issues in second language acquisition and pedagogy.

48. The silent student in the classroom is one who is unwilling
to appear foolish when mistakes are made.

49. A person with high global self-esteem is not daunted by the
possible consequences of being laughed at.

50. Our problem as teachers will be to encourage students

51. CULTURE AND LANGUAGE CONNECTION
Principle:
Second Language

52. COMPLEX INTERCONNECTION OF LANGUAGE
AND CULTURE

53. Keeping voice down in public// Speaking aloud
bargaining with street vendors
slang
Being respectful
Being on time
Showing affection in public
to bow /shaking hands when meet someone
not to tip
to point with your hand at people
not kissing in public

54. CLASSROOM APPLICATIONS INCLUDE THE
FOLLOWING:
 Cross-cultural Differences
No Culture is "better" than another
 Techniques activities/materials
connection Language -- Culture
 Cultural Connotations
sociolinguistic aspects, of language
 4 culturally Offensive
Speaking
Stories
charts

55. CULTURAL CONNOTATIONS
Depending on the context, the connotation of a word choice can
change the meaning of a sentence considerably.
Childlike, Youthful, Childish, Young *someone is immature.
Talkative, Conversational, Chatty, Nosy *someone asks too many
questions.
The word "snake" simple denotes a reptile. *someone who can
not be trusted.
“ Chapa” policeman
“lana” ; “cusqui” ; “plata” …………………………?
guagua, pelado, chamo …………………………?

56. 4 culturally Offensive
Merienda de negros

57. 2ND ASPECT LCC
Acculturation is a process in which members
of one cultural group adopt the beliefs and
behaviors of another group.
Although acculturation is usually in the
direction of a minority group adopting
habits and language patterns of the
dominant group, acculturation can be
reciprocal--that is, the dominant group also
adopts patterns typical of the minority
group.
Spanglish
OK
Bye
Chachai
Atatai

58. In many second language learning
contexts, students are faced with the
realities of adapting to life in a foreign
country.
Especially in “second ”language
learning contexts, the success with
wich learners adapt to a new cultural
milieu will affect their language
acquisition success, and viceversa, in
some possibly significant ways
Milieu-
entorno, me
dio
close,kleuz
clothes,kleuez
bird,
beard

59. CLASSROOM
HOW TO HELP BOYS?
1. Help students to be aware of
acculturation and its stages
2. Stress the importance of the
second language as a
powerful tool for adjustment in
the new culture.
3. Be, especially sensitive to any
students who appear to be
discouraged, then do what
you can to assist them.
Aware-conciente
Discouraged-
desanimado
Holidays
Their lives
About your
country
Milk
Bathroom
To eat

60. HOW TO HELP BOYS?

61. QUESTIONS???
 Whenever you teach a language, What also you
teach?
 Write 5 words of cultural connotations?
 What is Acculturation ?
 Why is important like a second language "Culture
and Language Connection"?

62. DIFFERENTS PROBLEMS THAT HAVE THE STUDENT
 Think about the health and welfare of your child
As a first step, consider factors such as physical health, emotional problems or
any other challenge you are facing. For example, learning disabilities sometimes
may be the result of:
Problems with vision, hearing or health
Sleeplessness
Anxiety or excessive worry
Stressful situations at school, and peer bullying (in English
bullying)
Stressful family situations such as serious illness, death or divorce
If your child has not had a physical examination recently, would be a good idea to make
an appointment
for a complete checkup to rule out any health problems.
 For those who are learning English, learn it while they are studying academic
content, such as science or social studies, represents a very difficult mental work,
so it is not unusual that sometimes have difficulty in learning these subjects.

63. THERE ARE THREE TYPES OF CONDITIONS THAT CAN
LEAD TO ENGLISH LEARNERS WITH LEARNING
DIFFICULTIES
Type 1: Learning difficulties resulting from the learning environment. by
example, English language learners may not have access to effective
education
of that language. Or maybe teaching in the classroom for granted certain
life experiences
or cultural knowledge that students do not have.
Type 2: A learning disability that can be solved in the classroom if
identified immediately and the student teaching when the student gets
not get immediate help, the learning problem can get worse and
confused with a learning disability (see type 3 below).
Type 3: A learning disability is not caused by the environment
learning. Perhaps your child has a learning disability (LD) that makes it hard
understand, remember and use the knowledge and skills that are taught.

64. Teaching by Principles
Chpter 4
Pag 64-65
http://www.ingles.co.cr/noticias/estrategias_tecnicas_
estudiantes_exitosos.html