Group 1 (Akhmad Ivan Fathoni, Suhirman, Eni Hasnaul Faiq, Hasan
Zainuddin)
The affective domain
Affect refers
to emoticon or feeling. The affective domain is the emotional side of human behavior,
and it maybe juxtaposed to the cognitive side. Benjamin bloom and his colleagues
(Krathwohl, Bloom, and Masia, 1964) provided a useful extended definition of
the affective domain that is still widely used today.
- 1. At the first and fundamental level, the development of affectivity begins with receiving. Persons must be aware of the environment surrounding them and be conscious of situation, phenomenon, people objects; be willing to receive a stimulus.
- 2. Next, persons must go beyond receiving to responding, committing themselves in at least some small measure to a phenomenon or a person.
- 3. The third level of affectivity involves valuing; placing worth on thin, a behavior, or person. Valuing takes on the characteristics of beliefs or attitudes as a value are internalized.
- 4. The fourth level of the affective domain is the organization of values into a system of beliefs, determining interrelationship among them, and establishing a hierarchy of values within the system.
- 5. Finally, individuals become characterized by and understand themselves in terms of their value system. Individuals act consistently in accordance with the value they have internalized and integrate beliefs, ideas, and attitudes into a total philosophy of worldview.
Affective factors in second language acquisition
Understanding
how human beings feel and respond and believe and values is an exceedingly
important aspect of a theory of second language acquisition. The specific of
affective factors in human behavior, and how they relate to second language
acquisition.
Self-esteem
Self-esteem
is probably the most pervasive aspect of any human behavior. It could easily be
claimed that no successful cognitive or affective activity can be carried out without
some degree of self-esteem, self-confidence, knowledge of yourself, and self-efficacy-belief
in your own capabilities to successfully perform that activity.
By self-esteem,
we refer to the evaluation which individuals make and customarily maintain with
regard to themselves; it expresses an attitude of approval or disapproval, and indicates
the extent to which individuals believe themselves to be capable. The general levels
of self esteem have been described in the literature to capture its
multidimensionality;
1.
General or global self-esteem is said to be
relatively stable in a mature adult, and is resistant to change except by
active and extended therapy.
2.
Situational or specific self-esteem refer to one’s
self-appraisals in particular life situations. Such as social interaction,
work, education, home, or on certain relatively discretely defined traits, such
as intelligence, communicative ability, athletic ability, or personality traits
like gregariousness, empathy, and flexibility.
3.
Task self esteem relates to particular tasks
within specific situations, for example, within the educational domain, task
self-esteem might refer to one subject-matter area.
Attribution theory and self-esteem
Underlying
the issues and questions about the role of self-esteem in language learning are
foundational concepts of attribution and self-efficacy. This is where
self-efficacy comes in. if a learner fells he or she is capable of carrying out
a given task; in other words, a high sense of self-efficacy, an appropriate
degree of effort may be devoted to achieving success.
A factor
related to attribution and self efficacy, one that has seen a surge of recent
interest in the research literature. Willingness to communicate (WTC) may be
defined as “an underlying continuum representing the predisposition toward or
away from communicating. In an earlier study on WTC, Maclntyre et al, (1998) found
that a number of factors appear to contribute to predisposing one learner to
seek, and another learners to avoid, second language communication. Other studies
of WTC generally confirm its relationship to self-efficacy and self confidence.
Inhibition
Yet another
variable that is closely related to, and some cases subsumed under, the notion
of self-esteem and self-efficacy is the concept of inhibition. All human
beings, in their understanding of themselves, build sets of defense to protect
the ego. In classic study, ostensibly designed to measure the effect of empathy
on second language acquisition, but in actually one that highlighted
inhibition.
Risk tasking
Impulsivity
was also described as a style that could have positive effects on language success.
And we have just seen that inhibitions, or building defenses around our egos,
can be a detriment. These factors suggest the risk taking is an important
characteristic of successful learning of a second language learners have to
able to gamble a bit, to be willing to try out hunches about the language and
take risk of being wrong. Risk –tasking variation seems to be a factor in a
number of issues in second language acquisition and pedagogy. The silent
student in the classroom is one whois unwilling to appear foolish when mistakes
are made.
Anxiety
Intricately
intertwined with self-esteem, self efficacy, inhibition, and risk taking, the
construct of anxiety plays a major affective role in second language
acquisition, even though we all know what anxiety s still not easy to define in
a simple sentence. Three components of foreign language anxiety have been identified:
- 1. Communication apprehension, arising from learner’s inability to adequately express mature thoughts and ideas.
- 2. Fear or 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.
