This document discusses the affective domains that influence second language acquisition. It defines affective domains as the emotional side of human behavior, including receiving and responding to emotions, valuing things, and developing value systems. It then examines several personality factors: self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion/introversion. For each factor, it describes how it relates to language learning, such as how self-esteem influences willingness to take risks, or how different levels of anxiety can impact learning. Overall, the document analyzes how emotional states and personality traits affect the language acquisition process.

1. ARMY POLYTECHNIC SCHOOL
DEPARTMENT OF LANGUAGES
Distance Education Learning
APPLIED LINGUISTICS SCHOOL OF ENGLISH
ENGLISH TEACHING
PRACTICUM
THE AFFECTIVE
DOMAINS

2. THE AFFECTIVE
DOMAINS
Affect refers to emotion or
feeling, the affective
domain is the emotional
side of human behavior,
that is connected to the
cognitive domain
Affectivity starts with
receiving to
responding, then
valuing, organizing
values and finally a
value system by
which humans will
live and interact with
others.

3. Personality factors and how
they influence in SLA
1. SELF-STEEM
It is the personal
judgment about how we
perceive internally
ourselves, we can
express it with words or
just with our behavior.
It refers to the
accumulation of
external experiences
Teachers can have a
positive influence in both
linguistic performance and
emotional well-being in
their students.

4. 2. INHIBITION
Through childhood,
adolescence and
adulthood, we acquire a
set of defenses to protect
the ego.
Language ego is how we
protect ourselves from others
who can harm us with bad
comments about
pronunciation or grammar at
the moment of speech in SL.

5. 3. RISK-TAKING
All of us need to take risks
sometimes in any task we
develop.
SLA is not the exception, the
learner must have to take risks
and get wrong to learn.
In classroom the learners
must be afraid of a bad
grade, fail in an exam, a
reproach from the
teacher, or be ashamed
by other classmate.
Self-esteem seems to be
closer to risk-taking,
because there is no fear
to mistake, and in that
way learning will be
faster.

6. 4. ANXIETY
Anxiety is directly related to feelings of
uneasiness, frustration, self-doubt,
apprehension, or worry.
Anxiety can be defined by levels:
• Some people can be anxious for
many things, or just by situations.
• Others are anxious for particular
events or acts.
Some studies indicates that anxiety
benefit learning foreign languages.

7. 5. EMPATHY Not all approaches to language
learning are successful, some fail to
accomplish the goal of
communicative social nature of
language.
Empathy is the projection of one’s
own personality into the personality
of another in order to understand
him or her better.
Communication requires a high
level of empathy, to acquire a SLA
is necessary to deal with empathy
between learner-speaker, learner-
hearer, etc.

8. 6. EXTROVERSION
Extroversion and Introversion
are important factors in the
acquisition of a second
language.
Society values more extroversion
that introversion.
Teachers admire people who is
talkative and outgoing.
Extroverted people need others
enhancement to feel good.
It is true that extroverted language
learners are NOT more successful than
introverted at the moment of SLA