The
affective domain is the emotional side of human behavior, and it maybe
juxtaposed to the cognitive side. The development of affective states or
feelings involves are variety of personality factors, Feelings both about
ourselves and about others whit whom we come into contact.
Benjamin
Bloom and his colleagues (Krathwohl, Bloom, & 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.
2.
Persons must go beyond receivingto responding.
3.
Involves valuing: placing worth on a thing, a
behavior, or a person.
4.
Organization of values into a system of beliefs,
determining interrelationships among them, and establishing a hierarchy of values within the system.
5.
Individuals become characterized by and
understand themselves in terms of their value system.
The fundamental notions of receiving, responding, and
valuing are universal. Second language learners need to be receptive both to
those with whom they are communicating and to the language itself, responsive
to persons and to thecontext of commucatio, and willing and able to place a
certain value on the communicative act of interpersonal exchange.
Language is so pervasive a phenomenon in our humanity that
it cannot be separated from the larger whole-from the whole persons that live
and breathe snd think and feel. Kenneth Pike (1967, p. 26) said that languageis
behavior that is, a phase of human
activity wich must not be treated in essenceas structurally divorced from the
sructure of noverbal human activity.
AFFECTIVE FACTORS IN
SECOND LANGUAGE ACQUISITION
Understanding
how human beings feel and responds and believe and value is an exceedingly
important aspect of a theory of 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
withot some degreeof self-esteem, self confidence, knowledge of your self, and
self-efficacy-belief in your own capabilities to successfully perform that activity.
Self-esteem
is personal judgment of worthiness that is expressed in the attitudes that
individuals hold toward themselves.
Three general levels of self-esteem:
1.
General or global self-esteem
2.
Situational or specific self-esteem
3.
Task self-esteem
Willingness to Communicate
Willingness
to communicate may be defined as “an underlying continuum representing the
predisposition toward or away from communicating, given the choice” (Macllntyre
et al., 2002, p. 538). WTC generally confirm its relationship to self-efficacy
and self confidence (Yashima, Zenuk-Nishide, & Shimizu, 2004). Maclntyre et
al. (2001) found that higher levels of WTC were associated with learner’s who
experienced social support, particularly from friends, offering further
evidence of the power of socially constructed conceptions of self.
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