1. 4A2C0008 韓宜欣 4A2C0018 何采薇 4A2C0035 鍾昕璇 P. 150~P. 156

2. Anxiety

3. Intricately intertwined with self-esteem and inhibition and risk-taking, the construct of anxiety plays an important affective role in second language acquisition. Anxiety worry uneasiness frustration Self-doubt

4. Global level Trait anxiety is a more permanent predisposition to be anxiety. Some people are predictably and generally anxious about many things. Situational level State anxiety is experienced in relation to some particular event or act.

5. Foreign language anxiety 1. communication apprehension, arising from learners’ inability to adequately express mature thoughts and ideas. 2. fear of negative social evaluation, arising from a learner’s need to make a positive social impression on others 3. Test anxiety, or apprehension over academic evaluation.

6. Debilitative anxiety (harmful) Facilitative anxiety (helpful)  Facilitative anxiety was one of the keys to success, closely related to competitiveness.  Competitiveness sometimes hindered learning progress.  Bailey explained the positive effect of competitiveness by means of the construct of facilitative anxiety.

7. Empathy

8. Human being The human being is a social animal, and the chief mechanism for maintaining the bonds of society is language. A variety of transactional variables may apply to second language learning: imitation, modeling, identification, empathy, extroversion, aggression, styles of communication, and others. Transaction is the process of reaching out beyond the self to others, and language is a major tool used to accomplish that process.

9. Different Empathy is not synonymous with sympathy. Empathy implies more possibility of detachment; sympathy connotes an agreement or harmony between individual. In more sophisticated terms, empathy is usually described as the projection of one’s own personality into the personality of another in order to understand him or her better.

10. Guiora (1972b:142) defined empathy as “a process of comprehending in which a temporary fusion of self-object boundaries permits an immediate emotional apprehension of the affective experience of another.

11. Communicate In order to communicate effectively you need to be able to understand the other person’s affective and cognitive states. Certainly one of the more interesting implications of the study of empathy is the need to define empathy cross- culturally ─ to understand how different cultures express empathy. A misunderstood word, phrase, or idea can be questioned by the hearer and then rephrased by the speaker until a clear message is interpreted

12. Extroversion

13. Extroversion and its counterpart, introversion are also potentially important factors in the acquisition of a second language. For example: Weston society values the stereotypical extrovert. Nowhere is this more evident than in the classroom where teachers admire the talkative, outgoing student who participates freely class discussion. On the other hand, introverts are sometimes thought of as not being as bright as extroverts.

14. Such a view of extroversion is misleading. Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement. Self- esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. Introversion is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people. Contrary to our stereotypes, introverts can have an inner strength of character that extroverts do not have.

15. Ausubel (1968:413) Noted that introversion and extroversion are a “grossly misleading index of social adjustment,”and other educators have warned against prejudging students on the basis of perceived extroversion.

16. It is also readily apparent that cross-cultural norms of nonverbal and verbal interaction very widely, and what in one culture (say, the United States) may appear as introversion is, in another culture (say, Japan), respect and politeness. We need to be sensitive to cultural norms, to a student’s willingness to speak out in class, and to optimal points between extreme extroversion and introversion that may vary from student to student.

17. Thanks for your listening