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meilda lestari

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 THE AFFECTIVE DOMAIN

                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 receiving to responding, communiting them selves in at least some small measure to a phenomenon or a person.

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 without some degree of 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

What we do not know at this time is the answer to the classes chicken or egg question. It is difficult to say wheather tearchers should try to improve global self esteeam or simply improve a learners proficiency and let self esteem take care of it self.

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.

Inhibition

               Yet another variable that is closely related to, and in some cases subsumed under, the notion of self-esteem and self-efficacy is the concept of inhibition.

Risk Taking

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 that risk taking is an important characteristic of successful learning of a second language. Learners have to be able to gamble a bit, to be willing to try out hunches about the language about the language and take the risk of being wrong.

Anxiety

Intricately intertwined with self esteem, self efficacy, inhibition, and risk taking, the constract of anxiety plays a major affective role in second language acquisition. Trait anxiety is more permanent preposition to be anxiety. State anxiety is experienced in relation to some particular event or ect.

Empathy

                A variety of transactional variables may apply to second language learning: imitation, modeling, identification, empathy, extroversion, aggression, styles of communication, and others. Two of these variables chosen for theirs relevance to global understanding of second language acquisition, will be treated here: empathy and extroversion.

                In common terminology, empathy is the process of “putting yourself into someone else’s shoes,” of reaching beyond the self to understand what another person is feeling. It is probably the major factor in the harmonious coexistence of individuals in society.

                In more sophisticated terms, empathy is usually described as the projection of one’s own personality to the personality of others in order to understand them better. Empathy is not synonymous with sympathy. Empathy implies more possibility of detachment; sympathy connotes an agreement or harmony between individuals. Psychologists generally agree with Guiora’s definition and add that three are two necessary aspects to the development and exercising of empathy: first, an awareness and knowledge of one’s own feelings, and second, identification with another person (Hogan, 1969). In other words, you cannot fully empathize-or know someone else-until you adequately know yourself.

Extroversion

Extroversion and its counterpart, introversion, are also potentially important factors in the acquisition of a second language. Extroversion is the extent to which a person has a deep seated need to receive go enhancement.