The document discusses self-esteem in language learning. It argues that self-esteem cannot be taught directly, but is influenced by experiences over time, including feedback from teachers and peers. While self-esteem has innate aspects, the classroom environment and a teacher's methods can help promote positive self-esteem in students as language learners. An ESL teacher's role is not just to teach language skills, but also to support students' self-esteem and confidence in using English.
Personality Factors In Second Language AcquisitionJacks Robert
The document discusses several factors related to second language acquisition, including self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, risk-taking, empathy, and extroversion. It suggests that these affective factors can influence students' emotions and performance in acquiring a second language. The document poses questions about how these factors contribute to language learning and what teachers can do to help increase students' confidence and participation.
This document describes different types of language learners based on age. Young children up to age 10 learn indirectly and enjoy interactive activities with short attention spans. Adolescents' identity development and peer approval are important, so linking language to their interests helps motivation. Adult learners can think abstractly but worry about declining abilities; they are disciplined and want practical application. Individual variations include learning styles, intelligences, and sources of motivation that teachers should consider when planning lessons.
The document discusses differences in how various age groups learn languages. Young children aged 9-10 learn indirectly through interacting with their environment, while adolescents enjoy talking about themselves. Adult learners can understand abstract concepts, draw on life experiences, and are often self-motivated. However, adults may be anxious about learning due to past failures and worry about declining intelligence. The document also categorizes learner styles as convergers, conformists, concrete learners, and communicative learners based on preferences and strategies.
This document describes different types of language learners based on age. Young children aged 6-10 learn best indirectly through interactions, have short attention spans, and need approval. Adolescents can lack motivation unless engaged with relevant material and encouraged to think independently. Adult learners can draw on life experiences but may be anxious about learning, preferring familiar methods. Individual differences like learning styles and motivations also impact language acquisition. Learners may be convergers, conformists, concrete, or communicative learners. Motivation can be integrative or instrumental and actively engaging students increases their interest in learning.
Personality Factors In Second Language AcquisitionEulices Cordoba
The document discusses factors related to second language acquisition such as self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, and extroversion. It notes that self-esteem and self-efficacy are important considerations in how students approach language learning. Anxiety can have a negative effect on the language learning process while motivation, intergroup climate and self-confidence may help increase students' willingness to communicate. Risk-taking and empathy are also discussed as important skills that can be encouraged to help students in second language acquisition.
This document discusses several factors that influence second language acquisition, including cognitive, affective, social, and individual variables. It addresses topics like self-concept, attitudes, perseverance, locus of control, personality types, interests, needs, and learning strategies that affect how well students learn a new language. The role of the teacher, instructional methods, materials, and classroom activities are also examined.
Children learning english as a foreign language - Current IssuesRe Martins
The document discusses several key issues in teaching English to children as a foreign language. It covers (1) focusing on social constructivism and seeing the learner as an active meaning-maker, (2) the importance of values education and addressing moral development, and (3) explicitly teaching metacognitive, cognitive and social processes to help children become better learners. It also discusses teaching listening, speaking, reading, writing with a focus on meaning, as well as teaching grammar and vocabulary in context. The importance of feedback, motivation, and connecting home and school is emphasized.
The document discusses ability grouping and differentiated instruction. It describes the author's past experiences with ability grouping and concerns about inconsistent evaluations and social stigma. It also recognizes some theoretical advantages like appropriate instruction levels and peer interactions. The author discusses using technology tools like VoiceThread, MindMeister, and Google Earth to enhance ability grouping. The module increased the author's awareness of various learning elements and styles. The author plans to better understand individual student needs and accommodate field-dependent and field-independent learners through combined teaching methods and tailored motivation strategies.
Personality Factors In Second Language AcquisitionJacks Robert
The document discusses several factors related to second language acquisition, including self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, risk-taking, empathy, and extroversion. It suggests that these affective factors can influence students' emotions and performance in acquiring a second language. The document poses questions about how these factors contribute to language learning and what teachers can do to help increase students' confidence and participation.
This document describes different types of language learners based on age. Young children up to age 10 learn indirectly and enjoy interactive activities with short attention spans. Adolescents' identity development and peer approval are important, so linking language to their interests helps motivation. Adult learners can think abstractly but worry about declining abilities; they are disciplined and want practical application. Individual variations include learning styles, intelligences, and sources of motivation that teachers should consider when planning lessons.
The document discusses differences in how various age groups learn languages. Young children aged 9-10 learn indirectly through interacting with their environment, while adolescents enjoy talking about themselves. Adult learners can understand abstract concepts, draw on life experiences, and are often self-motivated. However, adults may be anxious about learning due to past failures and worry about declining intelligence. The document also categorizes learner styles as convergers, conformists, concrete learners, and communicative learners based on preferences and strategies.
This document describes different types of language learners based on age. Young children aged 6-10 learn best indirectly through interactions, have short attention spans, and need approval. Adolescents can lack motivation unless engaged with relevant material and encouraged to think independently. Adult learners can draw on life experiences but may be anxious about learning, preferring familiar methods. Individual differences like learning styles and motivations also impact language acquisition. Learners may be convergers, conformists, concrete, or communicative learners. Motivation can be integrative or instrumental and actively engaging students increases their interest in learning.
Personality Factors In Second Language AcquisitionEulices Cordoba
The document discusses factors related to second language acquisition such as self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, and extroversion. It notes that self-esteem and self-efficacy are important considerations in how students approach language learning. Anxiety can have a negative effect on the language learning process while motivation, intergroup climate and self-confidence may help increase students' willingness to communicate. Risk-taking and empathy are also discussed as important skills that can be encouraged to help students in second language acquisition.
This document discusses several factors that influence second language acquisition, including cognitive, affective, social, and individual variables. It addresses topics like self-concept, attitudes, perseverance, locus of control, personality types, interests, needs, and learning strategies that affect how well students learn a new language. The role of the teacher, instructional methods, materials, and classroom activities are also examined.
Children learning english as a foreign language - Current IssuesRe Martins
The document discusses several key issues in teaching English to children as a foreign language. It covers (1) focusing on social constructivism and seeing the learner as an active meaning-maker, (2) the importance of values education and addressing moral development, and (3) explicitly teaching metacognitive, cognitive and social processes to help children become better learners. It also discusses teaching listening, speaking, reading, writing with a focus on meaning, as well as teaching grammar and vocabulary in context. The importance of feedback, motivation, and connecting home and school is emphasized.
The document discusses ability grouping and differentiated instruction. It describes the author's past experiences with ability grouping and concerns about inconsistent evaluations and social stigma. It also recognizes some theoretical advantages like appropriate instruction levels and peer interactions. The author discusses using technology tools like VoiceThread, MindMeister, and Google Earth to enhance ability grouping. The module increased the author's awareness of various learning elements and styles. The author plans to better understand individual student needs and accommodate field-dependent and field-independent learners through combined teaching methods and tailored motivation strategies.
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
This document discusses various factors that affect individual differences in second language learning, including intelligence, aptitude, learning styles, personality, motivation, identity, learner beliefs, age of acquisition, and the critical period hypothesis. It describes research on how each of these factors influences second language acquisition and notes there is no single determining factor but rather an interaction of various abilities and circumstances.
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
The document discusses factors that influence language learning motivation and strategies for maintaining learner motivation. It addresses how motivation can be intrinsic or extrinsic, and factors like goals, social influences, curiosity and the teacher's role in building motivation. It also discusses giving learners a sense of achievement, agency and control over their learning to sustain motivation. Cultural differences in motivational approaches are noted between countries.
The document describes different types of language learners based on age, aptitude, learning style, and motivation. It notes that young children learn indirectly through interaction, adolescents can lack motivation but seek identity, and adults have life experiences to draw from. Learner differences include aptitude, characteristics like tolerance for ambiguity, and learning styles. Children are unique learners that may excel in areas like music, athletics, or social skills. Language levels range from beginner to advanced, and motivation can come from goals, society, relationships, or curiosity.
The document discusses different factors to consider when teaching language learners of various ages and backgrounds. For children, it notes they learn quickly through seeing, hearing, and touching, and enjoy talking about themselves. Teenagers are described as sometimes problematic but capable of abstract thought, and motivated by peer approval. Adults are said to engage well with abstract concepts but may have difficulties with pronunciation. Individual differences and motivation are important regardless of age. The document emphasizes understanding learners' perspectives to effectively teach different groups.
This document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences, beliefs, and age of acquisition. It summarizes research on how each of these factors may influence language learning success. While some factors like intelligence and aptitude were previously thought to strongly predict success, more recent research suggests that motivation, personality, and teaching approaches tailored to learners' preferences and strengths may be more important influences. No single factor determines success, and learners can demonstrate strengths in different areas.
Five Factors That Affecting Learning Language StrategiesNik Siti Maisarah
Five factors affect language learning strategies: intelligence, aptitude, personality, motivation/attitude, and learning styles. Intelligence, as measured by IQ scores, predicts success with analytic learning but may be less important for communicative focus. Aptitude includes abilities in sound identification, word functions/meanings, and grammar rules. Personality traits like anxiety, extroversion, and inhibition impact language learning. Motivation depends on communicative needs and language attitude. Learning styles are visual, auditory, or kinesthetic preferences for acquiring information. Teachers can motivate students and vary activities to engage different learning styles.
Factors affecting second language acquisitionFrancisco
This document discusses factors that affect second language acquisition. It examines both individual factors like age, personality, motivation, experiences, and cognition, as well as affective factors including self-esteem, inhibition, risk-taking, anxiety, and empathy. For individual factors, it suggests that younger learners generally acquire a second language more efficiently, while motivated older learners can also be successful. Outgoing learners with more life experiences tend to progress faster than introverted learners or those without experiences. Higher motivation and cognitive ability also contribute to stronger second language acquisition. Regarding affective factors, low self-esteem, inhibition to take risks, and anxiety can negatively impact learning, while empathy and a willingness to take chances
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
3. Affective principles include language ego, self-confidence, and risk-taking.
4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
The document discusses challenges faced by English language learners (ELLs) and strategies teachers can use to help ELLs comprehend texts. It notes ELLs may have poor academic achievement, behavioral issues, and face isolation. To help ELLs understand a text on tundra, teachers should scaffold language, build background knowledge, teach vocabulary, and use interaction and native language supports. Suggested strategies include pre-teaching vocabulary, cooperative learning, and role plays. The document emphasizes the need for high expectations, risk-taking, and using a student's native language in instruction.
Principle of teaching and the learning languagejanehbasto
1. The document discusses effective teaching strategies for language learning. It emphasizes having clear learning goals, encouraging students to personalize the goals, and motivating students through social and active learning.
2. Learning is most meaningful when it integrates listening, speaking, reading, and writing through authentic contexts. The classroom environment should promote discovery, acceptance of mistakes, and respect among students.
3. Effective teaching involves reflective, active learning where students engage with the material and construct their own understanding rather than receiving passive knowledge. Lessons should allow for depth over breadth of topics.
The document discusses different factors related to language learners, including age, aptitude, learner characteristics, styles, and individual differences. Younger children learn best through meaning and indirect learning that uses their visual, auditory, kinesthetic and olfactory senses. Adolescents are often portrayed as unmotivated but this is a myth. Adults have greater abstract thought and self-motivation. Learning styles refer to how each learner receives and processes information through their senses. Multiple intelligences include linguistic, logical, spatial, bodily, musical, interpersonal, intrapersonal, and naturalistic intelligences. The document advocates addressing individual differences through various assessment tests and teaching techniques.
Motivation As An Individual Difference In SlaDr. Cupid Lucid
1. The document discusses different types of motivation in second language learning, including integrative motivation which involves interest in the target language culture and instrumental motivation which involves practical reasons for learning a language.
2. It summarizes research showing that both integrative and instrumental motivation can be effective for language learning, depending on the context and individual. Success in language learning can also influence motivation in either direction.
3. Intrinsic motivation derived from inherent interest in learning tasks is discussed as an alternative to goal-oriented theories of motivation.
The document discusses principles for effective language teaching. It explains that as students learn a second language, they develop a new identity or "language ego" that can make them feel fragile and defensive. To address this, teachers should display supportive attitudes, choose cognitively challenging but not overwhelming lessons, and consider students' confidence levels when planning. They should also encourage risk-taking by praising student efforts while correcting their language. Finally, teachers must recognize that language is deeply connected to culture and take steps to discuss differences sensitively and illustrate this connection through their lessons.
This document discusses several factors that affect language learning strategies: motivation, gender, age, personality, and level of proficiency. Motivation has been shown to account for differences in second language success. Males and females tend to use different types of learning strategies, as do primary, secondary, and advanced learners. Personality traits like introversion and extraversion also impact language learning. Higher proficiency learners employ a greater variety of learning strategies than beginners.
A multiple regression analysis was conducted to predict mathematics achievement from motivation, competence, pleasure, parental education levels, gender, and grades in high school. Descriptive statistics showed the highest mean was for grades in high school. Correlation analyses found all variables except pleasure were correlated with mathematics achievement. The regression model significantly predicted mathematics achievement, explaining 46.2% of its variance. Specifically, higher grades in high school and male gender were associated with higher mathematics achievement. Grades in high school made the largest unique contribution to explaining mathematics achievement.
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
This document discusses various factors that affect individual differences in second language learning, including intelligence, aptitude, learning styles, personality, motivation, identity, learner beliefs, age of acquisition, and the critical period hypothesis. It describes research on how each of these factors influences second language acquisition and notes there is no single determining factor but rather an interaction of various abilities and circumstances.
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
The document discusses factors that influence language learning motivation and strategies for maintaining learner motivation. It addresses how motivation can be intrinsic or extrinsic, and factors like goals, social influences, curiosity and the teacher's role in building motivation. It also discusses giving learners a sense of achievement, agency and control over their learning to sustain motivation. Cultural differences in motivational approaches are noted between countries.
The document describes different types of language learners based on age, aptitude, learning style, and motivation. It notes that young children learn indirectly through interaction, adolescents can lack motivation but seek identity, and adults have life experiences to draw from. Learner differences include aptitude, characteristics like tolerance for ambiguity, and learning styles. Children are unique learners that may excel in areas like music, athletics, or social skills. Language levels range from beginner to advanced, and motivation can come from goals, society, relationships, or curiosity.
The document discusses different factors to consider when teaching language learners of various ages and backgrounds. For children, it notes they learn quickly through seeing, hearing, and touching, and enjoy talking about themselves. Teenagers are described as sometimes problematic but capable of abstract thought, and motivated by peer approval. Adults are said to engage well with abstract concepts but may have difficulties with pronunciation. Individual differences and motivation are important regardless of age. The document emphasizes understanding learners' perspectives to effectively teach different groups.
This document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences, beliefs, and age of acquisition. It summarizes research on how each of these factors may influence language learning success. While some factors like intelligence and aptitude were previously thought to strongly predict success, more recent research suggests that motivation, personality, and teaching approaches tailored to learners' preferences and strengths may be more important influences. No single factor determines success, and learners can demonstrate strengths in different areas.
Five Factors That Affecting Learning Language StrategiesNik Siti Maisarah
Five factors affect language learning strategies: intelligence, aptitude, personality, motivation/attitude, and learning styles. Intelligence, as measured by IQ scores, predicts success with analytic learning but may be less important for communicative focus. Aptitude includes abilities in sound identification, word functions/meanings, and grammar rules. Personality traits like anxiety, extroversion, and inhibition impact language learning. Motivation depends on communicative needs and language attitude. Learning styles are visual, auditory, or kinesthetic preferences for acquiring information. Teachers can motivate students and vary activities to engage different learning styles.
Factors affecting second language acquisitionFrancisco
This document discusses factors that affect second language acquisition. It examines both individual factors like age, personality, motivation, experiences, and cognition, as well as affective factors including self-esteem, inhibition, risk-taking, anxiety, and empathy. For individual factors, it suggests that younger learners generally acquire a second language more efficiently, while motivated older learners can also be successful. Outgoing learners with more life experiences tend to progress faster than introverted learners or those without experiences. Higher motivation and cognitive ability also contribute to stronger second language acquisition. Regarding affective factors, low self-esteem, inhibition to take risks, and anxiety can negatively impact learning, while empathy and a willingness to take chances
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
3. Affective principles include language ego, self-confidence, and risk-taking.
4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
The document discusses challenges faced by English language learners (ELLs) and strategies teachers can use to help ELLs comprehend texts. It notes ELLs may have poor academic achievement, behavioral issues, and face isolation. To help ELLs understand a text on tundra, teachers should scaffold language, build background knowledge, teach vocabulary, and use interaction and native language supports. Suggested strategies include pre-teaching vocabulary, cooperative learning, and role plays. The document emphasizes the need for high expectations, risk-taking, and using a student's native language in instruction.
Principle of teaching and the learning languagejanehbasto
1. The document discusses effective teaching strategies for language learning. It emphasizes having clear learning goals, encouraging students to personalize the goals, and motivating students through social and active learning.
2. Learning is most meaningful when it integrates listening, speaking, reading, and writing through authentic contexts. The classroom environment should promote discovery, acceptance of mistakes, and respect among students.
3. Effective teaching involves reflective, active learning where students engage with the material and construct their own understanding rather than receiving passive knowledge. Lessons should allow for depth over breadth of topics.
The document discusses different factors related to language learners, including age, aptitude, learner characteristics, styles, and individual differences. Younger children learn best through meaning and indirect learning that uses their visual, auditory, kinesthetic and olfactory senses. Adolescents are often portrayed as unmotivated but this is a myth. Adults have greater abstract thought and self-motivation. Learning styles refer to how each learner receives and processes information through their senses. Multiple intelligences include linguistic, logical, spatial, bodily, musical, interpersonal, intrapersonal, and naturalistic intelligences. The document advocates addressing individual differences through various assessment tests and teaching techniques.
Motivation As An Individual Difference In SlaDr. Cupid Lucid
1. The document discusses different types of motivation in second language learning, including integrative motivation which involves interest in the target language culture and instrumental motivation which involves practical reasons for learning a language.
2. It summarizes research showing that both integrative and instrumental motivation can be effective for language learning, depending on the context and individual. Success in language learning can also influence motivation in either direction.
3. Intrinsic motivation derived from inherent interest in learning tasks is discussed as an alternative to goal-oriented theories of motivation.
The document discusses principles for effective language teaching. It explains that as students learn a second language, they develop a new identity or "language ego" that can make them feel fragile and defensive. To address this, teachers should display supportive attitudes, choose cognitively challenging but not overwhelming lessons, and consider students' confidence levels when planning. They should also encourage risk-taking by praising student efforts while correcting their language. Finally, teachers must recognize that language is deeply connected to culture and take steps to discuss differences sensitively and illustrate this connection through their lessons.
This document discusses several factors that affect language learning strategies: motivation, gender, age, personality, and level of proficiency. Motivation has been shown to account for differences in second language success. Males and females tend to use different types of learning strategies, as do primary, secondary, and advanced learners. Personality traits like introversion and extraversion also impact language learning. Higher proficiency learners employ a greater variety of learning strategies than beginners.
A multiple regression analysis was conducted to predict mathematics achievement from motivation, competence, pleasure, parental education levels, gender, and grades in high school. Descriptive statistics showed the highest mean was for grades in high school. Correlation analyses found all variables except pleasure were correlated with mathematics achievement. The regression model significantly predicted mathematics achievement, explaining 46.2% of its variance. Specifically, higher grades in high school and male gender were associated with higher mathematics achievement. Grades in high school made the largest unique contribution to explaining mathematics achievement.
The document discusses an overview of an 18-hour per week postgraduate course designed for Asian and South American students. The course focuses on developing reading, writing, listening and speaking skills for legal issues and includes no evaluations, but provides one-on-one feedback in writing. It is co-taught by a lawyer and EAP teacher with a language teacher and incorporates workshops, class visits, films and field trips. Key topics addressed are professionalism versus assumption, and values and behaviors of learners versus the legal profession and community.
This document outlines a study on the effects of graded reading on secondary school ESL students' vocabulary literacy. It discusses issues with low literacy rates in Malaysia and lack of student interest in reading. The study aims to see if graded reading can increase vocabulary, help students comprehend new words, and motivate independent reading. It will involve pre- and post-tests of vocabulary and reading with low proficient students in Negeri Sembilan schools. The significance is that graded reading has not been applied at the secondary level in Malaysia previously. Limitations include only sampling certain schools and not accounting for individual student attitudes.
This multiple regression analysis examined how motivation, grades in high school, parent's education, and gender predict mathematics achievement. The analysis found that the combination of these variables significantly predicted math achievement, with grades in high school having the strongest influence followed by motivation and gender. Specifically, the model explained 45.1% of the variance in math achievement, and grades in high school, motivation, and gender were individually significant predictors.
I think this is an excerpt I took from someone online.. If it is yours sorry.. Plz PM to take it down. For now, I am just leaving it here to share with other fellow friends who are developing themselves professionally. TQ
Delhi School of Economics Entrance Exam (2013)CrackDSE
This is the entrance exam paper for the Delhi School of Economics for the year 2013. It contains both options A and B. Exam papers for other years are available as well here. Much more information on the DSE Entrance Exam and DSE Entrance preparation help available on www.crackdse.com
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
ATTITUDES AND MOTIVATIONS IN LEARNING ENGLISH AS A FOREIGN LANGAUGEAndrew Molina
The document discusses attitudes and motivations in learning English as a foreign language. It defines attitudes as a mental state of readiness influenced by experience that exerts influence on responses. Attitudes have cognitive, affective, and behavioral components. Learners have attitudes toward learning the language and toward the target language community. Individual, parental, and teacher factors determine learner attitudes. Teachers can develop positive attitudes by making lessons interesting and addressing student problems supportively. Attitudes include behavioral, cognitive, and emotional aspects that impact language learning.
Chapter 3 individual differences in second language learningTshen Tashi
- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
This document outlines several principles of language learning and teaching according to Brown and Lee's model from 2014 and 2015. It discusses the importance of automaticity in moving from controlled practice to more fluent language processing. It also emphasizes the role of transfer between existing knowledge and new skills, intrinsic reward and motivation, self-regulation in taking control of one's learning, developing investment in the language and culture, and understanding the connection between language and cultural understanding.
The document discusses several aspects of the affective domain that can influence language learning:
1. Self-esteem, which exists on global, specific, and task levels and impacts a student's view of their language learning abilities.
2. Inhibition, which refers to defenses of the ego that can inhibit learning as students avoid situations that challenge them.
3. Risk-taking, which is important for language learning, but teachers must create a safe environment to build student confidence and willingness to take risks.
4. Anxiety, which exists on trait and state levels and in forms related to expression, social impressions, and evaluations, and must be balanced for optimal learning.
This document discusses enhancing self-directed language learning skills to improve learning efficiency. It begins with an introduction stating that self-directed learning involves learners setting their own goals, developing learning plans, and evaluating their progress. It then reviews literature on factors that can constrain self-directed learning, such as learners' attitudes, motivation, personality, self-efficacy, learning strategies, and external factors. The document also discusses the need to develop self-directed learning abilities in order to meet the demands of modern society, improve classroom teaching efficiency, support quality education, stimulate cooperation, and address issues with traditional middle school English learning modes.
The document discusses motivation for learning English as a second language. It outlines three layers of motivation that teachers can influence: 1) Finding passion by connecting English learning to students' real interests and goals in life. 2) Changing students' reality by helping them see language learning differently and take ownership of their learning process. 3) Connecting students to specific learning activities by making activities engaging, personalized, and ensuring all students are actively involved. The document argues that by tapping into these three layers of motivation, teachers can become more motivating and improve students' language ability and learning.
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
This document discusses the background and problem statement of a study on language anxiety in Iraqi secondary students learning English. It provides context on Iraq's educational system historically focusing on grammar translation and now using Communicative Language Teaching (CLT). However, students remain anxious and unable to communicate in CLT classrooms due to factors like lack of language skills from the previous approach. The problem statement indicates students avoid speaking out of anxiety of making mistakes and lack confidence in their language abilities. The study aims to explore how educational and psychological factors like the previous teaching method and anxiety affect student communication and learning in CLT classrooms.
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...Zainal Arifin
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HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Individual learner differences and l2 acquisitionozzyl_bintang
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
This document provides background information and context for a study on assessment methods used by English teachers to help underachieving readers in Grade 7. It discusses how reading is an important skill and some students struggle more than others. Factors like motivation, intelligence, language skills, and home environment can impact reading ability. The study aims to understand teachers' assessment methods and how they support underachieving readers. It will examine assessment tools, problems teachers face, and activities to enhance reading performance. The findings could help teachers, students, parents, and future researchers improve reading instruction and support.
Putting language teaching puzzle pieces togetherjonacuso
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This document discusses several ways that a teacher can help foster healthy self-esteem in English language learning (ELL) students to promote optimal learning. The teacher proposes incorporating aspects of students' native cultures and backgrounds into lessons, encouraging storytelling, and using technology to help build connections between students. The teacher also suggests scaffolding lessons, providing praise and guidance individually, and designing lessons to engage different learning styles. Lastly, the teacher stresses the importance of understanding students' families by conducting home visits and casual communication to gain cultural insights.
This document discusses the Affective Effective Language Teaching Method (AELTM), which aims to teach English in an effective way by encouraging affective attitudes in students. It summarizes Krashen's theory of second language acquisition and emphasizes reducing anxiety and promoting meaningful interaction. The method considers students' multiple intelligences and uses techniques from suggestopedia and behaviorism. Activities focus on building background knowledge, lowering anxiety, and making learning enjoyable and relaxed. The teacher's role is to create a supportive environment where students feel confident to experiment with the language.
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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
This document contains a list of phobias for the reader to search for in a puzzle including: acrophobia (fear of heights), aerophobia (fear of flying), androidophobia (fear of androids), aquaphobia (fear of water), arachnophobia (fear of spiders), claustrophobia (fear of confined spaces), cynophobia (fear of dogs), and ophidiophobia (fear of snakes).
This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework draws on theories of second language acquisition like Krashen's Input Hypothesis and Output Hypothesis to support the hypothesis that exposure to songs can increase students' confidence and ability to communicate in English through comprehensible input and practice with oral production.
The document discusses the importance of using proper forms and functions in communication to avoid miscommunication. It provides an example conversation between Arif and Faizul where some responses lead to confusion due to lack of clarity. Then, it lists various forms that can be used for different functions such as thanking, agreeing, disagreeing, apologizing, hoping, enquiring, and suggesting.
This document discusses different movie genres including horror, sci-fi, epic, fantasy, action, drama, romance, and historical films. It asks the reader to guess something, but provides no additional context or information to discern what is being guessed. The document appears to be part of a semester 1 course on films and movies from an English vocational college, but lacks substantial details.
The document is a notice for an English exam for the Sijil Kemahiran Malaysia consisting of 3 sections. Section A contains a dialogue completion activity and passage comprehension questions. Section B and C should be answered on the question paper and separate answer sheet provided respectively.
Labov's studies of dialects in Martha's Vineyard and New York City in the 1960s are more popular than other regional dialect studies for several reasons. Labov did not separate language from its social context, making his data more authentic and valid. He used quantitative methods like charts and graphs to show linguistic variation according to social factors like class. This challenged views that lower class speakers were linguistically deficient. Labov's conversational analysis approach studied natural language use and found it varied between social contexts, influencing the rise of sociolinguistics. His field research methodology made language study more authentic.
How is sociolinguistic relevant to teaching esl 3 examplesSuet Yet
1) Teaching English as a second language requires an understanding of sociolinguistics because students already have cultural knowledge and linguistic values from their first language that influence how they learn English.
2) Differences between the cultural norms and practices associated with addressing family members in English versus a student's first language can lead to mistakes if not addressed properly by teachers.
3) Teachers must be aware of potential prejudice towards students' first language and culture, and help students assimilate English in a way that does not disrespect their own cultural identity and values.
Sociolinguistic relativity refers to the set of conventions and rules unique to language use within a community. It examines the relationship between language and society. The theory suggests that language shapes our cognition and influences how we see the world. Different social and cultural backgrounds can lead to different value systems for speech and social behavior. Understanding sociolinguistic diversity and cultural relativity helps explain why differences in language use across cultures does not mean one culture is superior. Violations of sociolinguistic rules within a culture, such as not acknowledging compliments, can be seen as offensive.
This document contains a practice test for a Malaysian English proficiency exam. It has two sections. Section A contains 10 fill-in-the-blank questions testing conversational exchanges. Section B is a reading comprehension passage followed by 10 true/false and fill-in-the-blank questions about a village doctor who helps patients in need. The test is designed to evaluate an examinee's English language skills in different contexts.
This research article examined the integration of form-focused instruction with communicative language teaching in a Chinese university where students lacked English proficiency. The researcher found that students who received explicit grammar instruction within a communicative classroom context showed significantly improved English skills compared to the control group based on test results. However, the study design and use of standardized tests to measure proficiency have limitations that call into question the validity and reliability of the findings.
The document discusses the authoring software Hot Potatoes, which allows language teachers to create interactive exercises for students in various formats. It was developed in 2009 and does not require programming knowledge. Hot Potatoes exercises can be made accessible online or saved on discs. This provides students convenience and flexibility. However, there are also limitations to the feedback and interaction it allows. Overall, authoring software like Hot Potatoes is useful for supporting language learning, but teachers must guide its effective use.
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Azure Interview Questions and Answers PDF By ScholarHat
Take home exam
1. Question 1a: Self – esteem cannot be taught, it can be learned.’ The duty of
language teachers is to teach language, not self-esteem
Self esteem is defined as the affective reaction that an individual has towards
making judgments of who they are (Woolfolk, 2004). These affective reactions are often
based on aspects of emotion, feeling, mood or attitude which condition the behavior of
an individual (Arnold, 1999). There have been many revelations as to how self esteem
of an individual is being shaped and what are the factors that helps in shaping them.
Based on various readings, most researchers and even psychologists believe that the
self esteem of an individual are effects of intrinsic or extrinsic elements which are
discovered through life experiences and developed as each individual matures and
become aware of their talents, capabilities and strengths. This self esteem is slowly
developed into a self perception of how they carry themselves in the world and is
assimilated within their personality/ character building as they socialize and
communicate within their social parameters.
In most of the researches done, there do not seem to be an opinion that states
self esteem being taught distinctively by one individual towards the other. Yet, it is more
of an influence where the individual forms conclusions about his self being in this world
as people and situations who are close to him responds to his actions and statements.
An example of this influence is found in Neiss, Sedikides and Stevenson (2002) where
they have quoted on the researches which centre on the issue of family and parents
being the most important impact on self esteem. Besides parents and family, the school
also influences the self esteem of the individual which is learnt based on their
observation and understanding towards the experiences that they gather from teachers
and peers (Woolfolk, 2004). It is believed that students in school attribute success in
1
2. building self esteem. Thus, teacher’s feedback, grades, communication and discussion
with other students as well as co-curricular activities make a difference in allowing them
to know their talents and abilities to further increase their self value and self esteem.
Nonetheless, there is an interesting suggestion by Neiss, Sedikides and
Stevenson (2002) stating that self esteem can be neither learnt nor taught. This self
esteem is existed within the character of the person as it is genetically linked which can
further incriminates mental issues in the extreme of cases. Having that idea in mind, it is
more profound to realize that the self esteem is not only something that can be learnt
(or taught) but also is inborn within a person. For the purpose of language learning, the
self-esteem being discussed is more of how the individual view themselves as a second
language learner and whether they are confident and pleased with their added
knowledge.
In my opinion, the duty of a language teacher is not only towards teaching the
language but also self esteem. Nonetheless, I believe that self esteem cannot be taught
but is influenced from the methods of teaching by the language teacher which can either
develop or undermines the self esteem. After all, there is no possible way to teach
emotions such as respect for oneself or feeling good about a certain situation unless
being discovered implicitly or explicitly through imitation of behavior or verbal guidance.
According to Shindler (n.d.), the various definitions of self esteem within language
learning can be concluded into the three areas of concentration which are locus of
control, belonging and self-efficacy, and lastly, the direction of practical and effective
applications. Therefore, the role of a language teacher in teaching English as a second
language is important not only to teach the language per se but also to provide the
2
3. condition to instill and promote positive self esteem of students in order for them to be
confident to use the language.
As a teacher teaching a second or foreign language, it is important to remember
that not all learners will undergo the same encounters which affect their feelings
towards the target language (Rubio, 2007). During their language teaching, it would be
normal to have students who are highly or weakly motivated in learning the target
language which has been affected by the self esteem of the students. There are many
possible reasons for students to feel so, especially in learning English which in some
cases, is hardly exposed to the community where the student lives. The more these
students learn the language, the more they are aware of the implications and
consequences in learning ESL and to discover who they are as they learn the language
which also encompasses the culture, stylistic manner of speaking the language as well
as the recognition and identity of knowing ESL within their social paradigm. Some
students experience anxiety when they feel that they are unable to be themselves when
speaking a new language while others may feel more sensitive towards the differences
between their true identity and the version of themselves when they communicate in the
new language (Horwitz, Horwitz and Cope, 1986 as cited in Worde, 2003). Either way,
their acceptance towards the new language highly affects their self esteem which in turn
reflects upon their perception of themselves as a second language learner in English;
whether they are capable or not in communicating with English.
A language teacher who knows of such existing dilemma will likely design a
classroom situation where students could discover their own stand, the positive outlook
towards ESL and also their own identity. Thus, the classroom environment is also
3
4. important to help promote self esteem where students can feel more support and
comfort in language learning (Shindler, n.d.). Within the language teaching, the
language teacher should provide time and opportunities within the activities for students
to learn their sense of worth. Oxford (1990) as cited in Rossiter (2003) believes that
such activities should involve cooperative learning activities which are more student-
controlled. In these activities, the teacher should be able to teach students to set small
goals which are achievable either individually or through group involvement. The whole
objective of such activities is to develop the positive self esteem which is related to high
academic performance (Rodriguez, 2004).
Nonetheless, Rodriguez did mention that in language learning, self-esteem is
highly difficult to be measured and should be viewed in a separate continuum as to
whether it should be on academic self esteem or language learning self esteem itself.
Circumstances such as in Malaysia, the English learnt is majorly to pass one of the
compulsory papers for examination for most students while the importance and
advantages of learning a new language is simply not concentrated. More than not,
these second language learners will always be indoctrinated to be able to achieve a
certain level of English which is then deemed proficient. This can affect the self esteem
of students depending on which continuum they view their language learning exists.
This continuum sometimes becomes more intense when it is of the teachers’ coaching
and the learning environment that causes students to be compared to native speakers
of the language (Rubio, 2007). Their ability to accept themselves based on this
comparison would likely contribute to their self-esteem; whether favorably or poorly.
4
5. Prior to this argument of the difference in the self-esteem paradigm, Richard-
Amato (1997) believes that when a person feels he would like to be intellectual or an
active participant as a social being, then he or she will be able to engage in the hard
process of acquiring the second language. Such an attitude is developed as an effect of
self esteem which again cannot be taught but is learnt throughout their livelihood based
on what the evaluation and judgment made towards themselves. Therefore, it is
important that the language teaching facilitates them in developing the direction in
gaining positive self esteem against themselves which later can allow them to accept
the second language and use it confidently as a tool in socializing within this global
entity.
5
6. Question 1b: True responsibilities of an ESL teacher
In my opinion, there is no true responsibility of the ESL teacher as different
teachers within different cultural situation will have different responsibilities depending
towards their purpose of teaching English. Reflecting back, the responsibilities of the
ESL teacher highly depend on the students as they shift their roles in teaching
according to the students. This can include the students’ age, culture, profession, time
and even their affective filter towards English. Thus, the students will be the core
towards shaping the ‘true’ responsibilities of a language teacher.
In general, all teachers must encourage their students to take more responsibility
for their own learning, especially where they have to be an active participant and
become more autonomous towards their learning (Rubio, 2007). This autonomy is
defined as people taking more control over their learning in and out of classrooms and
also taking control over the purposes for which they learn languages and the ways in
which they learn them (Benson, 2006). In being able to take control of their learning
students will be aware and can discover by themselves various aspects towards
language learning. This not only will develop their intuitiveness and curiosity towards
experimenting with the language but also increase their motivation and self-esteem in
learning the language. Thus, the responsibility of a teacher in a wider spectrum should
provide a conducive classroom atmosphere which allows students to be in control of
their learning. There needs to be a deeper attention to ideas which have potential for
wider application and adaptation in exposing students to activities which will engage
higher order thinking skills (Bolitho, 2002). Students are able to not only develop their
6
7. maturity and cognitive level but also able to practice the ability to adapt to
circumstances in both language as well as the real world.
Nonetheless, the responsibilities will be different for language teachers when
compared to other subjects taught in school. Language teaching does not only confine
to the linguistic aspects of the language but also in learning the cultures and behaviours
of the native speakers of the language itself in order to understand the mannerism for
the language usage. Language teachers have to be familiar not only with the language
concepts, but also with the skills and strategies to teach for intercultural understanding.
(Kelly, Grenfell, Allan, Kriza & McEvoy, 2004). This implies that the language teachers
should be trained in being skillful when they deal with social and cultural values which
affect the linguistic and cultural diversity and citizenship of the language learners.
(Galrido & Alvarez, 2006). Therefore, the teacher in such situation has a huge
responsibility in providing the needed exposure of the language usage besides
providing a positive experience in enhancing students’ language learning. This includes
the fact that for some cultures, there are certain issues that is deemed inappropriate to
be discussed openly compared to another culture.
A language teacher should thus be professional when juggling both cultures and
trying to assimilate them during their presentation. A major challenge which might be
faced by language teachers during their teaching of the language is to eliminate the
feeling of ethnocentrism. McLaren (1995), Willinsky (1998), Norton & Toohey (2004) as
cited in Royal (2007) has emphasized this responsibility of language teachers such as
those teaching ESL have since English language education has been linked historically
towards the colonial period. It is therefore important for teachers to reflect on their own
7
8. embedded worldviews, to be vigilant and objective on the knowledge is going to teach,
by whom the teacher has learnt it and for what purpose will the knowledge be important.
By doing so, the teacher can be aware of sensitive issues and can also provide logical
and acceptable answers when being questioned over the purpose of learning the target
language by the students. It is after all an important aspect to discern as most
languages learnt has become global languages since many countries in this modern era
has opened up their economic status and have various dealings and trading across the
globe.
In making sure a country has what it takes to be productive holds a strong
economic status, the educational policy created by far should be outlined to
accommodate to providing the needed workforce. A language teacher will have the
responsibility in interpreting government and institutional statements from these
educational policies which emphasize the importance in learning and the effects
towards becoming a more refined human being with a wider outlook towards the cultural
values of humanity (Galrido & Alvarez, 2006). In many countries, they should have
education policies that are specifically written based on their vision and mission on
education to be used as their guide in teaching. Thus, the language teaching has to be
taught parallel to the intended outcome. Thus, the language teachers will be responsible
in adapting the various methodologies, coming up with possible and practical new
approaches as well as modifying the materials and exercises for students to learn and
use the language.
8
9. Question 2: Why formal teacher education in Malaysia has tended to avoid the
area of affect?
The affective domain generally is linked to the behavior and emotional response
of individuals. According to Krathwohl’s affective domain, affective elements is
demonstrated by behaviors indicating attitudes of awareness, interest, attention,
concern, and responsibility, ability to listen and respond in interactions with others, and
ability to demonstrate those attitudinal characteristics or values which are appropriate to
the test situation and the field of study (Krathwohl, Bloom & Masia, 1964). Based on this
definition, the affective domain focuses on the awareness of the students towards
themselves being a teacher in training as they become aware of the responsibilities
which they bound to shoulder on. In Malaysia, the formal education in Malaysia avoids
this area of affect because of various reasons from the different levels of authorities
which has an effect in the teacher training process.
At the level of teacher training colleges and institutions, Lee (n.d. as cited in
Thomas, 2003) states that Malaysian teacher education programmes devotes a major
portion of their time to generic teaching skills such as preparing lesson plans and
classroom management in providing a connection between the classroom life and a
broader societal forces and structures. He advocates that the reason for such a
traditional method in teacher training still exists is because of the lack of research done
within the local context by local researchers. Thus, the possible reason in searching for
the reason that Malaysian teaching training programmes avoid the area of affect is
because of the lack of research done in focusing on such issues. As most are deluded
by the fact that a teacher should be well-equipped and prepared to learn the skills of
becoming a teacher, it is not within a choice or option for that person in training to
9
10. question their own feelings towards the profession. It is after all ideally accepted that
those who are training to be teachers are interested to be in teachers and will be a
productive teacher.
In Malaysia where the teachers are of diversed cultures and ethnic groups, it is
only logical to have the teacher training institutes being controlled at the central
government which is the Education Ministry (Kementerian Pendidikan Malaysia),
specifically by the Teacher Education Division (Bahagian Pendidikan Guru). Lee (n.d.
as cited by Thomas, 2003) explained the dilemma in training these diversified teachers
in order to create positive and amicable individuals in teaching the students at school.
Therefore, a general approach is used within the curriculum of the teacher training
programmes in order to avoid getting too in depth on the affective values which might
bring about a negative impact. This is further supported by Lee (n.d. as cited by Thomas,
2003) who concluded that there are by far very little subjects on cultural diversity
courses which can cause an individual to question various sentiments about
individuality and their main purpose in being a teacher.
Many believe that teaching is a conservative profession where it is slow to
respond to any changes in society at large (Bolitho, 2002). Being a conservative
profession, the traditions and the style where the lectures are carried out ironically will
be more towards one way communication; having the lecturer as controller of the class.
Such a situation is quite common in Malaysian teacher training programme lectures.
From a personal level of the relationship between lecturers and the teacher trainees, it
could possibly be that the training programmes avoid the area of affect because of the
conservatism of some lecturers towards their lecturing style and mannerism when
10
11. conducting the class. They tend to be rigid and skeptical in allowing the teacher trainees
to question on their affective domains for fear of being unable to provide a good
explanation. Thus, these lecturers when facing the diverse group of teacher trainees
tend to follow a conservative backlash in teaching critical multicultural pedagogy, social
justice or social responsibility (Royal, 2007). These lecturers may not believe in
contemporary methods in teaching which involves interaction and delivery of ideas from
the teacher trainees which in turn, provides a minimal exposure towards the existence
of such element.
Therefore, it is basically understood that in dealing with the area of affect, there is
a need for expertise and also qualified people to handle it since each individual is
different. Another possible reason for the fact that the area of affect is being avoided is
also because of the exam orientedness that has been indoctrinated since the days of
learning and schooling. The emphasis on examination has somewhat isolated the
affective feeling and that it is left being a different entity which was never used to be
linked with professional issues such as this teacher training course.
11
12. Question 2 b: The benefits that teachers in training might receive from practical
courses in reflection, facilitation, interpersonal skills, group dynamics and related
affective work.
Reflection is basically used when teachers in training needs to think back
towards the effectiveness their feelings and the teaching practices that they have been
through. According to Woolfolk (2004), a reflective teacher is thoughtful and inventive as
he/she thinks back over a situation, analyze what they had done and the purpose of
doing it before considering how it might improve the language learning of the students.
Reflection process will definitely need a higher and matured thinking which is used to
analyze and view an action that has happened in an objective manner. Being a current
method towards professional development of teachers, reflection can help teachers in
training prepare themselves to be able to reflect upon their own teaching and learning
practices/ strategies once the lesson has ended. This is to ensure that the trainee
teacher is able to modify and change any aspects of his/her teaching methods prior to
the next lesson or class.
Moreover, a reflection helps the trainee teacher to moderate his/her own
behavior towards the familiarity of becoming a teacher who holds various
responsibilities as an educator in class. As part of a diary like written piece where the
trainee teachers can write out their thoughts and feelings, the reflection provides an
insight towards the subconscious outlook of his/hers towards the profession.
Subramaniam (2001) suggests that there are many functions of a reflection besides
putting thoughts into words. According to him, besides the obvious, reflections are also
aimed at helping trainee teachers in documenting their involvement at school and
reevaluating the duties and responsibilities that has been carried out as well as
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13. developing their sensitivity towards the pupils’ behavior as time goes by. Judging from
this, reflection is not only a beneficial effort for the teacher trainee but also for the
stakeholders in the school such as the school authorities and the pupils. It develops a
closer bond between the three entities as each value the experiences one could give.
Facilitation in general is defined as the act of making it easy or easier
(Answer.com, n.d.). In language learning, facilitation is used to provide the needed
support when giving an autonomous behaviour to students as they learn a language. As
the paradigm being stated here is the teacher training programme, facilitation will be
beneficial for them depending on the roles that they take in. As the teacher trainee
undergoing training to be a teacher, facilitation is deemed beneficial for them as it
allows them to take control of their learning while the lecturers or mentors provide
guidance or support. This is because, the teacher trainee are still inexperienced
compared to the senior teachers towards the working environment as an educator. Thus,
these senior teachers could help to provide an easier atmosphere for the teacher
trainee to learn and getting used to the system by providing minor ‘boosts’ in gaining
experiences to create a positive outcome (Neill, 2004). Nonetheless, the facilitation
provided needs the participation of the teacher trainee themselves to analyze and
comprehend their own thoughts, feelings and behaviours as the senior teachers will not
solve issues and problems but rather, raise questions or provide options to choose from
when the situations gets rough.
Interpersonal skills is usually linked to the ability of someone being able to
communicate or socialize with other people and is generally and outgoing person or an
extrovert. Based on the theory by Howard Gardner in understanding the meaning of
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14. interpersonal skills deeper, Howard Gardner (1999 as cited in Woolfolk, 2004) says that
n individual who has the interpersonal ability is able to discern and respond to
appropriate moods temperaments, motivations and desires of other people. That said, a
teacher trainee will need to equip themselves with this skill and ability is because
teachers in general deals with the human from all ages and positions; parents, students,
school authorities and even the higher authorities such as officers and ministers.
Therefore, it will be an advantage for the teacher trainee if he/she is able to determine
the actions of other people and respond accordingly as to avoid any misunderstanding
from happening. Therefore, the teacher trainee who has the interpersonal ability usually
tend to be more flexible as they are exposed to the various aspects of socialization
during their communication within their working environment (Bolitho, 2002). By being
adaptable to all situations, the trainee teacher will be protected from the many negative
emotions such as anger, frustration or disappointment towards their job or their teaching
and learning approaches.
Group dynamics is defined as the interaction between a complex intra- and inter-
personal forces operating in a group which determines its character, development, and
long-term survival (Answer.com, n.d.). Nonetheless, in the aspect of teaching and
learning, group dynamics is referred to the relationships between learners in a group
and the impact that this has on the way they work (British Council, n.d.). In view of both
the explanations towards group dynamics, there seem to be a form of communication
among the participants in the group; which in this case is the teacher trainee towards
influencing their way of work. This group dynamics can be between the teacher trainee
and the people within his/her teacher training college or between the teacher trainee
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15. and the group of colleagues and students that he/she work with. Either way, the trainee
teacher does benefit from such interactions as the exchange of ideas between all these
entities will influence his/her character. The experiences gained would later help the
trainee teacher to develop their teaching practices and be skillful in it to last through
his/her profession. This include having the trainee teacher refine the educational
theories and methodologies in adjusting their teaching practice as they reflect and apply
what they deemed is best and suitable for themselves.
Teachers in training should build more confidence as other aspects will only be
learnt through experiences as a full-fledged teacher in the profession. When the
learning process of becoming a teacher that they are in focuses on the affective work, it
provides a sense of belonging for the trainee teacher as he/she continuously reflects on
the responses gained. This reflection reaffirms their stand and aim to the reason for
them to be an educator in the first place, considering that the job description for the
teaching profession is vague because it deals with the human mind and behavior; unlike
other professions. By providing a more holistic approach rather than the current
curriculum, these future teachers can see the links between principles and practice, and
can perceive how the different elements of their course relate to each other. After all, to
produce ‘whole’ teachers, there is a need to attend to their cognitive and affective needs
during the course, and helping them to find the inner balance they will need in order to
fulfill their potential as teachers (Bolitho, 2002).
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