1. Personal variation in language learning 2. Personality factors

2. The affective domain 1. Receiving-tolerating 2. Responding-committing 3. Valuing 4. Organisation of values 5. Developing an individual value system Schuman (1997-1999): amygdala Learning = emotionally motivated activity

3. Aspects  Self-esteem  Inhibition  Risk-taking  Anxiety  Extroversion  Motivation

4. Self-esteem  „a personal judgement of worthiness” (Coopersmith, 1967)  Types:global situational or specific task-related  MacIntyre, Dörnyei, Clément & Noels (1998): direct + relation to „willingness to communicate”

5. Inhibition  Self-defence mechanism to protect ego  Language ego (Guiora, 1972, Ehrman, 1996)  Guiora et. Al. (1972)- the alcohol test ?? Effect on muscular tension  Guiora et.al. (1980)- the Valium test ?? Significant tester effect

6.  Stevick (1976) alienation between Critical me and performing me L1 culture and L2 culture Self and other learners Self and teacher  Ehrman (1999): thick and thin egos in SLL tolerance of mistakes

7. Risk-taking  Relation to inhibition and ambiguity tolerance  Moderate risk-taking correlates with language learning success accurate guesses based on skill  Low-risk takers=avoidance  High-risk takers=wild guesses

8. Anxiety  Types (Oxford, 1999) Trait State  Language anxitey (MacIntyre & Gardner, 1989) - communication apprehension - fear of negative social evaluation - text anxiety  Debilitative and facilitative anxiety

9. Extroversion  Extroversion - Sociable, talkative - Western ideal - Need to receive ego-enhancement, self-esteen from others  Introversion - Quiet, reserved - Derive a sense of wholeness and fulfillment independent of others - Inner strength

10. Motivation  Behaviouristic view - anticipation of reward - desire for positive reinforcement - external, individual forces in control

11.  Cognitive view - Degree of effort expended - Internal, individual forces in control - Driven by basic human needs  Exploration  Manipulation  Activity  Stimulation  Knowledge  Ego enhancement

12.  Constructivist view - Social context - Community - Social status and group security - Internal, interactive forces in control

13. Types  Integrative  Instrumental  Intrinsic  Extrinsic

14. Myers-Briggs character types  Extroversion  Sensing  Thinking  Judging  Introversion  Intuition  Feeling  Perceiving

15. Measuring affective factors  Problems - accuracy of self-perceptions - self-flattery syndrome - culturally ethnocentric, not transferrable  Solutions - variety of methods and instruments - validating