1. CHAPTER 6 PERSONALITY 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 Beebe (1983,p.40) fear of risk taking Loss of Identity
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. Facilitative anxiety ---------Alpert and Haber, 1960; Scovel, 1978
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 )
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 Behavioristic Cognitive
Anticipation of reward
Desire to receive positive reinforcement
External, individual forces in control
Driven by basic human needs (exploration, manipulation, etc.)
Degree of effort expended
Internal, individual forces in control
Social context
Community
Social status
Security of group
Internal, interactive forces in control

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
Intrinsic
Extrinsic
Integrative
L2 learner wishes to integrate with the L2 culture (e.g., for immigration or marriage)
Someone else wishes the L2 learner to know the L2 for integrative reasons (e.g., Japanese parents send kids to Japanese language school)
Instrumental
L2 learner wishes to achieve goals utilizing L2(e.g., for a career )
External power wants L2 learner to learn L2 (e.g., corporation sends Japanese businessman to U.S. for language training)

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.