CHAPTER 6 PERSONALITY FACTORS

1. CHAPTER 6PERSONALITY FACTORS Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Weil Hsu

2. Purely cognitive theories of learning will be rejected unless a role is assigned to affectivity Ernest Hilgard

3. THE AFFECTIVE DOMAIN Benjamin Bloom (Krathwohl, Bloom, & Masia,1964) 1.Receiving 2.Responding 3.Valuing 4.Organization 5.Value System

4. Self-Esteem By self-esteem, we refer to the evaluation which individuals make. 1.General or global self-esteem 2.Situational or specific self-esteem 3.Task self-esteem Adelaide Heyde (1979)

5. Attribution Theory (歸因理論) Self-Efficacy (自我效能) Willingness to Communicate (溝通意願)

6. Inhibition A newborn baby has no concept of its own self. In adolescence, the physical, emotional, and cognitive change of the preteenager and teenager bring on mounting defensive inhibitions to protect a fragile ego. ego=egolentric

7. Language ego ------Guiora(1972a) and Ehrman(1996) An adaptive language ego enables learners to lower the inhibition that may impede success.(P.158) ‧Alcohol and Valium The inhibitions, the defenses, that we place between ourselves and others are important factors contributing to second langue success.

8. Thin ego boundaries Thick ego boundaries Earl Stevick(1976b) spoke of language learning as involving a number of forms of “alienation”.

9. Risk Taking Would like to make error Learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of being wrong. Beebe (1983,p.40) fear of risk taking Loss of Identity Dufeu (1994:89-90)

10. In the classroom bad grades fail on the exam reproach from the teacher smirk from a classmate punishment or embarrassment imposed by oneself

11. Outside the classroom Looking ridiculous Failed to communication Fear the alienation

12. Beebe(1983) Fossilization May be due to a lack of willingness to take risks.

13. Anxiety Anxiety (Horwitz, 2001 ;Oxford, 1999) Trait anxiety (特質性焦慮) State anxiety(狀態性焦慮) Communication apprehension Fear of negative social evaluation Test anxiety

14. Debilitative anxiety Facilitative anxiety ---------Alpert and Haber, 1960; Scovel, 1978 Harmful anxiety Helpful anxiety -------Oxford, 1960

15. Empathy Transaction The process of reaching out beyond the self to others Empathy The process of putting yourself into someone else’s shoes. Empathy is not synonymous with sympathy.

16. Development and exercising of empathy 1.An awareness and knowledge of one’s own feelings. 2.Identification with another person.

17. Extroversion Extroversion Introversion Ausubel (1968, p.413) Introversion and extroversion are a “grossly misleading index of social adjustment”. Consider cultural norms Stereotype(刻板印象)

18. Motivatin Theories of Motivation 1.From a behavioral perspective 2.In cognitive terms Ausubel(1968, pp.368-397) a. the need for exploration b. the need for manipulation c. the need for activity d. the need for stimulation c. the need for knowledge f. the need for enbancement

19. 3. A constructivist view of motivation

20. Intrinsic motivation Those who learn for their own self-perceived needs and goals are intrinsically motivated. Extrinsic motivation Those who pursue a goal only to receive an external reward from someone else are extrinsically motivated.

21. Instrumental and Integrative Orientious Robert Garden and Wallace Lamber (1972) Instrumental academic or career related Integrative socially or culturally oriented

22. Gardner and Lambert (1972) and Spolsky(1969) found that integrativeness generally accompanied higher scores on proficiency tests in a foreign language. Lukmani (1972) demonstrated that among Marathi-speaking Indian students learning English in India, those with instrumental orientations scored higher in tests of English proficiency. Braj Kachru(1992,1997) English has become an international language, can be acquired very successfully for instrumental purposes alone.

23. They point out once again that there is no single means of learning a second language. Most situations involve a mixture of each orientation.

24. Intrinsic and Extrinsic Motivation Edward Deci (1975, p.23) Intrinsic not for extrinsic reward; just for their own sake; for their internally rewarding; feelings of competence and self-determination. Extrinsic typical extrinsic rewards are money, prizes, grades, and positive feedback; to avoid punishment.

25. Which form of motivation is more powerful? Intrinsic orientations, especially for long-term retention Incongruity is not itself motivating, but optimal incongruity—or what Krashen (1985) called “ i + 1 ”

26. Maslow(1970) claimed that intrinsic motivation is clearly superior to extrinsic. Jerome Bruner (1966b) praising the “autonomy of self-reward” the weakness of extrinsically

27. It is important to distinguish the intrinsic-extrinsic construct from Gardner’s integrative-instrumental orientation. Kathleen Bailey (1986) Motivational dichotomies

28. THE NEUROBIOLOGY OF AFFECT • John Schumann • Amygdala (大腦中的杏仁核體) • Sustained deep learning (SDL) homeostatic value sociostatic value

30. MYERS-BRIGGS CHARACTER TYPES(P.177,178)

31. MEASURING AFFECTIVE FACTORS • First, the most important issue in measuring affectivity is the problem of validity. • A second related problem in the measure of affective variable lies in what has been called the “self-flattery” syndrome (Oller, 1982, 1981b). • Finally, test of extroversion, anxiety, motivation, and other factors can be quite culturally ethnocentric, using concepts and references that are difficult to interpret cros-cultturally.