1. Affectivity in TESOL
Week 8 NJ Kang

2. Parent’s influence on L2 learning
Active role (Explicit)
 Negative or Positive attitudes influence strongly
Passive (Implicit)
 Indirectly given perception of Parents affective on L2 learning

3. The Socio Educational Model Gardner, Smythe, Kirby and Bramwell, 1975)
The relative degree of success will be influenced to some extent by the individual’s attitudes toward the other community or to other communities in general as well as by the beliefs in the community which are relevant to the language learning process.

4. Example1
If the cultural belief is that it is very difficult to learn a second language, the general level of achievement will be low, and moreover individual differences in achievement will be related to individual difference in intelligence, aptitude, motivation, and /or anxiety.

5. Example 2
If it were expected that most individuals would learn a second language, the general level of achievement would be high, and individual differences in this achievement would be more highly related to intelligence and aptitude than to the other variables,

6. Four different types of individual differences
Intelligence,
Language aptitude,
Motivation and
Situational anxiety.

7. Intelligence
Is assumed to play a role because it determines how well or how quickly individuals understand the nature of any learning task or any explanations provided .

8. Language aptitude
Is defined as a series of verbal and cognitive abilities that would play a role in language learning

9. Motivation
Refers to the effort, want (desire), and affect associated with learning a second language and is seen as important in determining how actively the individual works to acquire language material.

10. Situational anxiety
Associated with language itself is viewed as important because it would have an inhibiting effect on the individual’s performance.

11. In formal context
Since instruction is a central aspect of the formal context, all four individual difference variables would influence the learning process

12. In informal context
Primarily influenced by their degree of motivation and/or anxiety.
Their level of intelligence and aptitude will influence how much language material is learned, but since their effects are contingent upon the students entering the situation, they play secondary roles.

13. The Socio Educational Model Four classes of variables
Social Milieu
Language contexts
Outcomes
Individual Differences
The social milieu
Individual differences, ‘
Language acquisition on context and
Outcomes

14. Central Theme
The beliefs in the community concerning the importance and meaningfulness of learning the language, the nature of skill development expected, and the particular role of various individual difference in the language learning process will influence second language acquisition.

15. Krashen’s Monitor Model
Attitudes and motivation in some way facilitate the input of information
Attitudes
Input
In Monitored
Motivation
Input
Monitor Free

16. Carroll’s Conscious reinforcement (1981)
Reinforcement theory based
Intent: language behavior is initiated by an intent to communicate information.
Desired end: reinforcement occurs when the response produces a desired end.
Desired end
Intent
Reinforcement

17. Carroll’s Conscious reinforcement (1981)
Some social reason underlying the desire to communicate.
Social Reasons
Desired end
Intent
Reinforcement

18. Carroll’s Conscious reinforcement (1981)
The performance grammar implies some cognitive component comparable to language aptitude and /or intelligence.
Performance of Grammar
Cognitive Component
Language Aptitude
Intelligence

19. Bialystok’s Strategy model
Individuals must seek out language exposure.
Monitoring and formal and functional practising indicate goal-directed behaviour.  motivational component
Some do better than others (strategies)
Use cognitive and affective processes
It is as aptitude variables in the socio-educational model.

20. Lambert’s social psychological model
Difference is that the social psychological model predicts direct causal links between attitudes and orientations and second language proficiency,
L2 Proficiency
Attitudes
Orientation

21. Lambert’s social psychological model
while the socio educational one argues that this association is mediated by motivation.
Motivation
L2 Proficiency
Attitudes
Orientation

22. Differences between Socio Psychology and Socio Educational Model
The effects of proficiency on self-identity
Socio educational model concerns with students in the process of studying a second language and not with individuals on the road to becoming bilingual.
One’s self-identity is not inconsistent with idea of non-linguistic outcomes of language study.

23. Schumann’s acculturation model
Concerns Language acquisition in a natural environment.
Many of the social variables are comparable to cultural beliefs,
The individual variables such as language and cultural shock are conceptually similar to situational anxiety
Motivation is a concept common to both models, and although ego permeability sounds unique, it refers to the ability to identify with others and is, therefore, conceptually similar to the integrative component of motivation in the socio-educational model.

24. Clement’s Social Context Model
Includes many aspects of the socio-educational model
It differs mainly in its focus on the cultural context as a determinant of the types of motivation that will be implicated in language learning, and the inclusion of fear of assimilation as an element of integrativeness.

25. Giles’ intergroup model
Is concerned solely with second language acquisition by minority group members.
A situation which makes ethnicity salient to the individual, and one such situation could be the language learning context.
Places considerable emphasis on integration with the other community as a major motivational construct.
It also includes intelligence, language aptitude, situational anxiety, language acquisition contexts, and language learning outcomes

26. Gardner’s motivational theory
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27. Gardner sees L2 learning is
Mediating factors between different ethnolinguistic communities in multicultural settings.
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28. Motivation is to
Learn the language of the other community to be a primary force responsible for enhancing or hindering intercultural communication and affiliation.
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29. G’s No.1 Motivational aspect is
“Integrativeness” A significant portion of the variance in language learners’ motivational disposition and motivated learning behavior.

30. G’s No.1 Motivational aspect is
“Integrative
Intergrative orientation
Intergrativeness
Intergrative motive.

31. Integrative motivational orientation
Positive interpersonal /affective disposition toward the L2 group and the desire to interact with and even become similar to valued members of that community.

32. Dornyei
In EFL?
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33. Psychological and emotional identification.
Dornyei
Psychological and emotional identification.
To cultural and intellectual identification.
(toward NT/ES)
(toward L2/LF)
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34. Identification process
So Dornyei & Csizer (2002)
Identification process

35. Identification process within the individual’s self concept
Ideal self
Identification process within the individual’s self concept

36. copyright 2006 www.brainybetty.com
2) Possible selves represent individuals’ ideas of what they might become, what they would like to become, and what they are afraid of becoming, and thus provide a conceptual link between cognition and motivation (Markus and Nurius, 1986)
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37. Dornyei Self Ideal Gardner Interativeness 11/27/2018
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38. Alternative theoretical approaches

39. Alternative theoretical approaches
Self determination theory
Attribution theory
Goal theory.

40. Motivational orientations and Self-Determination Theory (Deci & Ryan, 2002)
Noels et al., 2000:
Intrinsic motivation & Extrinsic motivation
Relationship of student autonomy and
The language teacher’s communicative style. (Benson, 2001)
Learner autonomy and L2 motivation (Spratt, Humphreys, & chan, 2002; Ushioda, 1996, 2001)

41. Extrinsic vs Intrinsic
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42. Extrinsic? Intrinsic? For Social Psychology? 11/27/2018
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43. L2 motivation and Attribution Theory
Link people’s past experiences with their future achievement efforts by introducing causal attributions as the mediating link; Past failure on a particular task to low ability on our part, the chances are that we will not try the activity ever again, --- (p. 9)

44. Attribution? In Social Psychology? 11/27/2018
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45. Goal Theories (Belmechri& Hummel, 1998; Clement & Kruidenier, 1983; McClelland, 2000 )
Goal salience, specificity of the learner’s goals
Frequency of goal-setting strategies used (Tremblay & Gardner, 1995)
Goal orientation theory (very popular)

46. Goal? In Social Psychology? 11/27/2018
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47. Home work
Define the factors that influence parents’ attitudes toward L2 learning and how it affects on students’ L2 learning.
What theoretical (socio education and psychology) perspectives can be implied in L2 learning? Explain concepts of each theory in the book and how these can be related to Social psychology, and how the knowledge can be used in our L2 teaching.
Read the article and define;
Gifted education, Characteristics of gifted kids, Emotion and behavior of gifted kids in the educational settings.
And link these to Social Psychology

48. Final Assignment A mini research
Title: The effect of gifted education and socio-psychology in improving person’s attitudes in (L2 learning)
1) Select one or two students (the person for the midterm)
2) Choose appropriate methodologies for improving attitudes toward L2 learning (or perception of learning, or of living) and for improving L2 learning outcome (You can choose one of these)