CHAPTER 6
PERSONALITY FACTORS
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.).
White Plains, NY: Pearson
Weil Hsu

Purely cognitive theories of learning will be
rejected unless a role is assigned to
affectivity
Ernest Hilgard
THE AFFECTIVE DOMAIN
Benjamin Bloom
(Krathwohl, Bloom, & Masia,1964)
1.Receiving
2.Responding
3.Valuing
4.Organization
5.Value System
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)


Attribution Theory (歸因理論)

Self-Efficacy (自我效能)

Willingness to Communicate (溝通意願)
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


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.
Thin ego boundaries
 Thick ego boundaries


Earl Stevick(1976b)
spoke of language learning as involving a
number of forms of “alienation”.
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)
In the classroom
bad grades
fail on the exam
reproach from the teacher
smirk from a classmate
punishment or embarrassment imposed by
oneself
Outside the classroom
Looking ridiculous
 Failed to communication
 Fear the alienation

Beebe(1983)
 Fossilization

May be due to a lack of willingness to take risks.
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
Debilitative anxiety
 Facilitative anxiety
---------Alpert and Haber, 1960; Scovel, 1978
 Harmful anxiety
 Helpful anxiety

-------Oxford, 1960
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.


Development and exercising of empathy
1.An awareness and knowledge of one’s
own feelings.
2.Identification with another person.
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)

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

3. A constructivist view of motivation
Behavioristic
Anticipation of reward
Desire to receive positive
reinforcement
External, individual forces
in control
Cognitive
Driven by basic human
needs (exploration,
manipulation, etc.)
Degree of effort expended
Internal, individual forces
in control
Constructivist
Social context
Community
Social status
Security of group
Internal, interactive forces
in control
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.
Instrumental and Integrative
Orientious
Robert Garden
and Wallace Lamber (1972)
Instrumental
academic or career related
Integrative
socially or culturally oriented


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 Marathispeaking 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.

They point out once again that there is no
single means of learning a second
language.

Most situations involve a mixture of each
orientation.
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 selfdetermination.

Extrinsic
typical extrinsic rewards are money, prizes, grades, and
positive feedback; to avoid punishment.

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”
Maslow(1970) claimed that intrinsic
motivation is clearly superior to extrinsic.
 Jerome Bruner (1966b)
praising the “autonomy of self-reward”

the weakness of extrinsically
It is important to distinguish the intrinsicextrinsic 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)
THE NEUROBIOLOGY OF AFFECT
John Schumann
 Amygdala (大腦中的杏仁核體)
 Sustained deep learning (SDL)
homeostatic value
sociostatic value

MYERS-BRIGGS
(P.177,178)
CHARACTER TYPES
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.