This document discusses several key concepts in psycholinguistics and language acquisition, including: 1. The affective domain and how it relates to successful language learning alongside the cognitive domain. 2. Egosentric factors like self-esteem and inhibition that can impact language acquisition. 3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning. 4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation. The document provides an overview of these important psychological and social factors in understanding second language acquisition.

1. ADE LAILI AKHILIYYAH
20157470163
YULIA SAFITRI
20157470016
YURIATIN DEWI A.
20157470150
TINI SUMARTINI
20157470147
TB. NUGRAHA ADI P.
20157470004

2. PSYCHOLINGUISTICS
The Theory of Language Acquisition
(Ujang Suparman, M.A., Ph.D.)

4. The cognitive domain of language learning is not merely
enough to create a successful language learning experience. It must
coincide with the affective domain of language learning
Brown (1980) provides an example that culture conflict
accounts for most language problems, or that the key to be successful
in learning a foreign language is motivation.
Psychologists encounter difficulties in defining the abstract
terms such as motivation, empathy, aggression, and extroversion. By
carefully and systematically investigating the role of personality in L2
acquisition, a greater understanding of language learning process,
developed language teaching, and learning methods can be achieved.

8.  Affective refers to ‘emotion’ or ‘feeling’
 The affective domain is the emotional part of
human behaviour, and it may be placed side
by side to the cognitive part

9. 5.
CHARACTERIZI
NG
4. ORGANIZING
3. VALUING
2. RESPONDING
1. RECEIVING
5 Levels of Affectivity, Benjamin Bloom et al. (1964)

10. 1. Egocentric factors – one’s view of self
and its relevance to language learning
2. Transactional factors – how one’s self
is transacted to others
3. Motivational factors – one’s inner
drive or stimulus

12. Self Esteem
Inhibition

13. “The self-concept or self-structure may be thought of as an
organized configuration of perceptions of the self which are
admissible to awareness. It is composed of such elements
as the perceptions of one’s characteristics and abilities; the
precepts and concepts of the self in relation to others and
to the environment; the value qualities which are perceived
as associated with experiences and objects; and goals and
ideals which are perceived as having a positive or negative
valence”. (Carl Rogers, 1951: 136-37)

14. “The evaluation which the individual makes and customarily
maintains with regard to himself ; it expresses an attitude of
approval or disapproval, and indicates the extent to which an
individual believes himself to be capable, significant, successful
and worthy.
In short, self-esteem is a personal judgment of worthiness that
is expressed in the attitudes that the individual holds towards
himself. It is a subjective experience which the individual
conveys to others by verbal reports and other overt expressive
behavior”. (Coopersmith, 1967 : 4-5)

15. General / Global
Situational / Specific
Task

16. General or global SE is thought to be
relatively stable in a mature adult, and
resistant to change except by active and
extended therapy.

17. Refers to one’s appraisal of oneself in :
 certain life situations, such as in social
interaction, work, education, or home;
 certain more defined aspects, such as
intelligence, communicative ability, or
athletic ability;
 personality traits, such as sociability,
empathy, or flexibility.

18. • Relates to particular tasks within specific situations
(e.g.. Within educational domain: refers to particular
subject matter areas). In athletic context, skills in a
particular sport or even a very small aspect of a sport
(e.g.. net play in tennis).
• Specific self-esteem might refer to L2 acquisition in
general, and task self-esteem might refer to one’s self
evaluation of a particular aspect of the process:
speaking, writing, or a special kind of classroom
exercise.

19. Little research has been carried out on the relationship
between SE and SLA.
Adelaide Heyde (1979) studied the effects of the three levels
of SE on performance of an oral production task by American
college students learning French as an FL.
She found that all three levels of SE correlated positively with
performance on the oral production measure, with the highest
correlation occurring between task SE and performance in oral
production.
That is students with high SE actually perform better in the
foreign language.

20. Brodkey and Shore ( 1976), and Gardner and Lambert
(1972) :
The result of both studies showed that self-esteem
appeared to be an important variable in L2
acquisition, especially in view of cross-cultural factors
of L2 learning.

21. • The concept of inhibition is related to and subsumed
under the notion of self esteem.
• All human beings build sets of defenses to protect the
ego.
• The newborn baby has no concept of his own self;
gradually he learns to identify a self that is distinct from
others.
• In childhood, the growing degrees of awareness,
responding and valuing begin to create a system of
affective traits which the person identifies with himself.

22. • In adolescence, the physical, emotional, and
cognitive changes of the pre-teenager and teenager
bring on mounting defensive inhibitions to protect a
fragile ego, to turn aside ideas, experiences, and
feelings that threaten to take to pieces the
organization of values and beliefs on which
appraisals of SE have been founded.
• The process of building defenses continues on into
adulthood

23. • Some people – those with higher SE and ego
strength – are more able to withstand threats to
their existence and thus their defenses are lower.
• Those with weaker SE maintain walls on inhibition
to protect what is self-perceived to be a weak or
fragile ego, or a lack of self-confidence in a
situation or task.
• The human ego encompasses language ego to refer
to the very personal , egoistic nature on SLA.

24. 1. Guiora et al (1972 a)
 The notion of ego boundaries is relevant to
language learning. The performance on a
pronunciation of test in Thai of subject given the
alcohol was significantly better than performance of
a control group. Guirora concluded that there was a
direct relationship between inhibition ( a
component of language ego) and pronunciation
ability in L2.

25.  That inhibition, the defenses that we place between ourselves and
others can prevent us from communicating in a FL.
 According to Brown (1980), since Guirora’s et al (1972 a)
experiments were conducted a great number of big step have
been taken in FL, teaching methodology to create methods that
decrease these defenses. Language teaching methods in the last
quarter of twentieth century have been characterized by the
creation of context of meaningful classroom communication that
the interpersonal ego barriers are lower to pave the way for free,
unrestrained communication.

26. 2. Earl Stevick ( 1976)
• on language learning as involving a number of forms of
alienation between the critical me and performing me ,
between my native culture and my target culture, between
me and my teacher, and between me and fellow students.
• According to Stevick, this alienation arises from the defenses
that we build around ourselves. What makes things worse is
that the defenses do not facilitate learning, rather they
inhibit learning. Consequently, their removal can promote
language learning which involves self- exposure to a degree
manifested in few other attempts.

28. • Human being is a social animal and the major mechanism for
keeping the unity of society is language.
• Transaction is the process of reaching out beyond the self to
others.
• Various transactional variables come up on L2 learning, such
as: imitation, modeling, identification, empathy, extroversion,
aggression, and styles of communication.
• Empathy, extroversion and aggression are going to be
discussed due to their relevance to a global understanding of
L2 acquisition.

29. • It is a process of “putting yourself into someone else’s
shoes,” of reaching beyond the self and understanding
and feeling what another person is understanding or
feeling.
• “Empathy is a process of comprehending in which a
temporary fusion of self-object boundaries permits an
immediate emotional apprehension of the affective
experience of another,” (Guioria, 1972b: 142)

30. • It is the major factor in harmonious
coexistence of individuals in society.
• Language is one of the primary means of
empathizing

31. Two necessary aspects to the development and exercising
of empathy:
1. An awareness and knowledge of one’s own feelings
2. Identification with another person
In other words, you cannot fully empathize – or know
someone else – until you adequately know yourself.

32. • Empathy is required in communication.
• In order to communicate effectively you need to be
able to understand the other person’s affective and
cognitive states.
• Communication breaks down when false
presuppositions or assumptions are made about the
other person’s states

33. Oral and written communication in relation to empathy:
Oral communication is easier for us to achieve empathic
communication since there is immediate feedback from the
hearer.
Written communication requires a special kind of empathy - a
cognitive empathy, where the writer must communicate ideas
by means of a very clear empathic intuition and judgment of the
reader’s state of mind and structure of knowledge. The writer
does not have the benefits of immediate feedback from the
reader.

34. • It is a common belief among Western society that
introversion is an undesirable behavior.
• The outgoing, good tempered, kind hearted, talkative
personality tend to be held up as axiomatically desirable
and ideal.
• This valuing of extroversion carries over into the language
classroom as well.
• Quiet, reserved personalities are treated as “problems”
and language teachers seeks ways of encouraging
extroversion

35. • Extroversion is commonly considered to be related to
empathy, but it may not be the case.
• According to Brown (1980), the extroverted person may
actually behave in extroverted manner in order to protect his
own ego with extroverted behavior being symptomatic of
defensive barriers and high ego boundaries.
• The introverted, quieter, more reserved person may show
high empathy (an intuitive understanding and apprehension
of others) and may be more reserved in the outward and
apparent expression of empathy.

36. • It is not clear whether extroversion or introversion
helps or hinders the process of L2 acquisition.
• The Toronto study found no significant effect for
extroversion in characterizing the “good language
learners” (Naiman, Frohlich, and Stern 1975).
• The extroversion may be a factor in the speaking of a
foreign language (FL), but not in aural and reading
comprehension, nor in writing

37. • Aggression can be defined in a number of ways ranging from
“a sequence of behavior the goal of which ... is injury of the
person toward whom it is directed” to more general
definitions that include inference to responses that could
injure if aimed at a vulnerable object.
• There is some debate about the relationship of frustration to
aggression.
• For example, Freud’s early theory of aggression mentioned
that aggression is a “primordial reaction” to frustration
(Freud, 1920)

38. • But aggression should not be defined only in a negative
context.
• Aggression, even in the “injurious” sense, is a behavior
necessary for survival; e.g., consistent refusal to the
aggressive in self- defense, physically and emotionally, could
result in physical or mental illness and/or death.
• Assertiveness is perhaps a more positive notion related to
the construct of aggression.

39. • La Forge (1971) noted that the over display of hostility
seemed to facilitate communication and to lead toward less
inhibited and freer, semi grammatical conversation.
• In short, when students got angry with each other, they
communicated more freely.
• Brown (1980) believes that aggression could be a central
factor determining motivation to learn a language, and FL
teaching methods have to capitalize on positive and
constructive aggressive behavior

41. 1. Basic Needs and Drives
Motivation is usually considered as an inner
drive, impulse, emotion, or desire that
moves one to particular action.

42. Ausebel (1968: 368-79) identifies six desires or needs of human
organism which strengthen the construct of motivation:
a. The need of exploration, “for seeing the other side of the
mountain,” for thoroughly investigating the unknown.
b. The need for manipulation; for oeperating the environment
and causing change(3)the need for activity, for movement
and exercise, not only physical but also mental.

43. c. The need for stimulation, the need to be stimulated by the
environment by other people, or by ideas, thoughts and
feelings;
d. The need for knowledge, the need to process and internalize
the results of exploration, manipulation, activity, and
stimulation to overcome contradiction, to ask for solutions to
problems and for self-consistent system of knowledge; and
e. The need for ego enhancement, the need for the self to be
known and to be accepted and approved by others.

44. Motivation is an inner drive or
stimulus, which can be global,
situational, or task oriented

45. Some learner factors were
considered to influence motivation:
intelligence, aptitude, perseverence,
learning strategies, interference,
and self-evaluation.

46. Some learner factors were
considered to influence motivation:
intelligence, aptitude, perseverence,
learning strategies, interference,
and self-evaluation.

47. 2. Instrumental and Integrative Motivation
Motivation is classified into 2 categories based on 2 different
kinds of attitudes:
A. Instrumental motivation – refers to motivation to acquire
language as a means for getting instrumental goals, such as
furthering carreer, reading technical material, and translation.
B. Integrative Motivation – is used when a learner wishes to
integrate himself within the culture of L2 grou , to identify
himself with and become a part of that society.

49. Charles Curran (1972), in his “ Counseling – learning “
model of education was motivated by Carl Rogers’view
of education where learner in a classroom are regarded
as a “group” rather than a class, that is, a group in need
of certain therapy and counseling.

50. 1. The social dynamics of such a group are of primary importance.
2. In order for any learning to take place, the members need to interact in
interpersonal relationship where students and teacher join together to
facilitate learning in a context of valuing and prizing each individual in
the group.
3. In such situation, each individual lowers the defenses that prevent open
interpersonal communication.
4. The anxiety caused by the educational context is learned by means of
the supportive community.
5. The teacher’s presence is not perceived as a threat, nor is the teacher’s
pupose to impose limits and boundaries but rather as a true counselor,
to center his attention on the client (the student) and his needs.

51. 6. Deffensive learning is made unnecessary by the emphatic
relationship between teacher and students.
7. Curran’s counseling – learning model of education
capitalizes on the primary of the needs of the learners who
have gathered together in the educational community to be
counseled.
8. Currans’ counseling – learning model of education has been
extended to language learning contexts in the form of CLL.
9. The group of clients (learners) are seated in a circle with the
counselor (teacher) on the outside of the circle.
10. The clients may be complete beginners in the FL

52. 1. When one of the clients wishes to say something to the
group or to an individual,he says it in his native language
(say, Indonesian) and
2. The counselor translates the utterance back to the learner in
the L2 (say, English).
3. The learner then repeats the English sentence as accurately
as he can.
4. Another client responds in English.
5. The utterance is translated by the counselor.

53. 6. The client repeats it; and the conversation continues.
7. Ideally, the conversation is taped for later listening.
8. At the end of each session, the learners inductively try to
gather information about the new language.
9. The counselor may take a more directive role and provide
some exploration of certain linguistics rules or items.

54. Curran (1976; 53) :
1. Total dependence on language counselor, idea said in English, then said
to group in FL, as counselor slowly and sensitively, gives each.
2. Beginning courage to make some attempts to speak in the FL, as words
and phrases are picked up and retained.
3. Growing independence with mistakes that are immediately corrected by
counselor.
4. Needing counselor now only for idioms and more subtle expressions and
grammar.
5. Independent and free communication in the FL. Counselor’s silent
presence reinforces correctness of grammar

56. This chapter discusses personality and language learning
which include the affective domain, egosentric factors –
comprising self-esteem and inhibition, transactional factors
consisting of three sub-components, that is, empathy,
extroversion, and aggression.
We also discuss motivation which subsumes basic needs
and drives, and instrumental and integrative motivation.
All of these topics and sub-topics are highly important in
discussing language learning and language acquisition.