Kelompok 7

1. Atik Dzuriyatul H
2. Nikita Nurul Milati
3. Emilia Nur Febriantini
4. Robby Zulfa Zulfi Ni'am

THE AFFECTIVE DOMAIN

                 Affect refers to emotion or feeling. The affective domain is the emotional side of human behavior, and it may be placed contiguous to the cognitive side. The development of affective states or feelings involves a kind of personality factors, both feelings about ourselves and about others who communicate with us.

            Benjamin Bloom and his colleagues (Krathwohl, Bloom, & Masia, 1964) provided a useful definition about the affective domain that is still used today :

1.      Receiving

Persons have to be aware with environment around them and be conscious of situation, people, object that they will receive to tolerate and take attention.

2.      Responding

They have to do something at least some small action to a case or a someone else, although at the first time they may be fell forced, but long by long they will respond or do something voluntarily and without compulsion.

3.      Valuing

 Persons have to take a value on a thing, a behavior, or a person. Not only take a value about it, but also to commit themselves to the value to pursue it, seek it out, and finally to the point of conviction.

4.      Organization

Organization of the values into a system of beliefs, determining interrelationships among them, and establishing the values within the system.

5.      Value system

 Every one acts consistently according to the value that they have gotten and integrate their beliefs, ideas, and attitudes into a total action.

AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION

1.      Self-Esteem

Self-esteem is a personal judgment of advisability that is expressed in the attitudes that individuals hold toward themselves.

Three general levels of self-esteem :

1.      General or global self-esteem

Mostly it happend to a mature, and its happend stable because they feel they are a mature and they don’t want to change their conviction.

2.      Situational or specific self-esteem

Certain aspect of person life, they appreciate themselves based on certain aspect of their such as education, life style, social interaction, and so on.

3.      Task self-esteem

This aspect is more specific than situational or specific self-esteem, it appreciate something more specific and it disposed into learning system.

Willingness to Communicate

Willingness to communicate or usually called by (WTC) is the important factor for learners second language. In the research literature, is the extent to which learners display Willingness to communicate as they tackle a second language. Willingness to  communicate (WTC) defined the intention to initiate communication, give a choice. (macintyre et.al., 2001,p.369).

Pyramid model

        Pyramid model has been established that describe learners use of the L2. As the learner moves up the pyramid, the learner has more control over the act of communicating in the target language.

The model with sic layers from the top to bottom:

ü  -Communication behavior

ü  -Behavior intention

ü  -Situated antecedents

ü  -Motivational propensities

ü  -Affective-cognitive context

ü  -Social and individual context.

Inhibition

         Inhibition is a feeling that makes the learners  unable to act in a relaxed and natural way. Inhibition is closely related to self-esteem: the weaker the self-estreem the stronger the inhibition to protect.

The notion of self-estreem and self-efficacy is the concept of inhibition. All human beings, in their understanding of themselves, build set of defenses to protect the ego.

Group 3 : Leny Mutmafidah, Fenni Anggraeni, Anidya Iman Sari

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 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.

Group 5

Group :5

Name :

Nur Faizah

Meti Wisma Rini

Nurul Ihsan

Communication Strategies

            The speculative early research of the 1970s (Varadi, 1973 and others) has now led to a great deal of recent attention to communication strategies (Chamot, 2005; Anderson, 2005; McDonough, 1990; Dornyei, 1995; Ross and Rost, 1991; Bialystock, 1990; Bongaerts and poulisse, 1989; oxford and crookall, 1989. Long time ago, Faerch and Kasper (1983a p.36) defined communication strategies as “potentially conscious plans for solving what to an individual presents itself as problem in reaching a particular communicative goal”. Perhaps the best way to understand what is meant by communication is to look at a typical list of such strategies.

Avoidance Strategies

Avoidance is common communication strategy that can be broken down into several subcategories. The most common type of avoidance strategy is syntactic or lexical avoidance within semantic category. According to Dornyei, 1995, p.58 defied avoidance strategy in two parts:

1.      Message abandonment: leaving a message unfinished because of language difficulties.

2.      Topic avoidance : avoiding topic areas or concepts that pose language difficulties.                       

Compensatory Strategies

We will elaborate here on just three of the eleven strategy types in table 5.3; you can take look in the table. Code-switching is the use of a first or third language within a stream of a speech in the second language. Learners in the early stages of acquisition, however, might code-switch use their native language to fill in missing knowledge-whether the hearer knows that native language or not. Sometimes the learners lip in just word or two, in the hope that hearer will get the gist of what is being communicated.        

Group 6:
Isnaini Farida Khilmi (2130730038)
Dyah Nuraini (2130730040)
Nurmawati Kolong (2130730052)
Vita Fitriyah (2120730087)

 

Communication Strategies

1.      Communication strategy is a systematic technique employed by a speaker to express his meaning when faced with some difficulties; (Corder, 1977).

2.      A mutual attempt of two interlocutors to agree on a meaning in a situations where requisite meaning structures are not shared; (Tarone, 1980)

3.      Potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal; (Faerch and Kasper, 1983a)

4.      Techniques of coping with difficulties in communicating in an imperfectly known second language; (Stern, 1983)

All the above definitions reveal the same purpose of communication strategies, namely, to solve an emerged communication problem by applying some kinds of techniques. Communication strategies also pertain to employment of verbal or nonverbal mechanisms for the productive communication of information. In the arena of linguistic interaction, it is sometimes difficult to distinguish between the two. However, as long as one can appreciate the slipperiness o such a dichotomy, it remains a useful distinction in understanding the nature of strategies, especially for pedagogical purposes.

            According to Dornyei’s (1995) classification of communicative strategies, there are two opposite direction in communication. One is avoiding and the other is compensating. This classification is an appropriate practical basis for some further comments.

vAvoidance strategies

Avoindance strategies are a common communication strategy that can be broken down into several subtypes; they are message abandonment and topic avoidance.

§  Massage abandonment      : a learner’s beginning to talk about a concept but being unable to continue due to lack of meaning structure, and stopping in mid-utterance.

§  Topic avoidance                : a learner’s using of passing concepts for which the vocabulary or other meaning structures are not known of them.

 Avoidance may be the most frequent means that students have ever employed. When asked a specific question, the student who does not know the answer will just keep silent about it and lead to the occurrence of topic avoidance. 

vCompensatory strategies

Compensatory strategies involve “compensation for missing knowledge” (ibid: 129) Dorneyi outlines eleven types of compensatory strategies in a very comprehensive way which include circumlocution, approximation, use of all-purpose words, word coinage, prefabricated patterns, nonlinguistic signal, literal translation, foreign zing, code-switching, appealing for help, appeal for help, stalling or time-gaining strategies.

§  Circumlocution : describing of exemplifying the target object of action (e.g. the thing you open bottles with for corkscrew)

§  Approximation : using an alternative term which express the meaning of the target lexical item as closely as possible ( e.g. ship for sailboan )

§  Use of all-purpose words : extending a general, empty lexical item to contexts where specific words are lacking ( e.g. the overuse of thing, stuff, what-do-you-call-it, thingies )

§  Word coinage : creating a nonexisting L2 word based on a supposed rule (e.g. vegetarianist for vegetarian )

§  Prefabricated pattern : using memorized stuck phrases, usually for “survival” purposes (e.g. where is the_____ or comment allez-vous? Where the morphological components are not known to the learner )

§  Nonlinguistic signal : mime, gesture, facial expression, or sound imitation

§  Literal translation : translating literally a lexical item, idiom, compound word, or structure from L1 to L2

§  Foreignizing : using L1 word by adjusting it to L2 phonology (i.e. with a L2 pronunciation ) and/or morphology (e.g. adding to it a L2 suffix )

§  Code-switching : using a L1 word with L1 pronunciation or a L3 word with L3 pronunciation while speaking in L2 )

§  Appeal for help : asking for ad from the interlocutor either directly (e.g. what do you call…? ) or indirectly ( e.g. rising intonation, pause, eye contact, puzzled expression )

§  Stalling or time-gaining strategies : using fillers or hesitation devices to fill pauses and to gain time to think (e.g. well, now let’s see, uh, as a matter of fact ).

 

 

 

chapter 5 seventh group

Atik Dzuriyatul Husniyah

Emilia Nur Febriantini

Nikita Nurul Milati

Robby Z Z Ni’am

Communication strategies are strategies that learners use to overcome these problems in order to convey their intended meaning. Strategies used may include paraphrase, substitution, coining new words, switching to the first language, and asking for clarification. These strategies, with the exception of switching languages, are also used by native speakers. In addition, faerch and kasper defined communication strategies as potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal.

Researchers have identified three components of communication strategies:

1.    Problematicity, meaning that the person recognizes a communication problem

2.    consciousness, meaning that the person is conscious of the problem and is consciously employing a strategy to resolve it

3.    Intentionality, which implies that the person is able to choose between options for overcoming a communication problem.

Avoidance strategies

Avoidance is a common communication strategy that can be broken down into several such categories. The most common type of avoidance strategies is:

1.    Message abandonment

2.    Topic avoidance

3.    Circumlocution

4.    Approximation

5.    Use of all purpose word

6.    Word coinage

7.    Prefabricated pattern

8.    Non linguistic signals

9.    Literal translation

10.  Foreign zing

11.  Code-switching

12.  Appeal for help

13.  Stalling or time-gaining strategies

Compensatory strategies

Another common set of communication devices involves compensation for missing knowledge. Memorized chunks of language, known prefabricated pattern are often found in pocket bilingual phrase books. Code-switching is the use of a first or third language within a stream of speech in the second language. Code-switching occurs between to advanced learners with the common first language, usually not as a compensatory strategy. Yet, another common compensatory strategy is a direct appeal for help, often termed appeal to authority. Oxford (1990a) provided a comprehensive taxonomy combining both communication and learning strategies.

Group 2:

1.      Aswar Ali Amzah

2.      Wahyu Ilahi Rahman

3.      Yuni Indrawati

COMMUNICATION STRATEGIES

Communication strategies are strategies that learners use to overcome these problems in order to convey their intended meaning or a systematic technique employed by a speaker to express his meaning when faced with some difficulty. The strategies include paraphrasing, substitution, coining new words, switching to the first language, and asking for clarification. 

Avoidance strategy

Avoidance strategy is a common communication strategy that can be broken down into several subcategories. The most common type of avoidance strategy is syntactic or lexical avoidance within of semantic category consider the following conversation between a learner and native speaker. Phonologycal avoidance is also common, as in the cast of a Japanese tennis partner of mine who avoidance using the word really because of its phonological difficulty. Topic avoidance in which a whole topic of conversation. Learners manage to device ingenious methods of topic avoidance.

Compensatory strategies

Code switching is the use of a first or third language within a stream of speech in the second language. Often code switching subconsciously occurs between to advance learners with a common first language. But in such a case usually not as a compensatory strategy. Code switch use their native language to fill in missing knowledge whether the hearer knows that native language or not. Another common compensatory strategy is a direct appeal for a help often for termed appeal to authority. Learners may if stuck for a particular word of phrase, directly ask a proficient speaker or the teacher for the form.

Chapter 5 Group 1

Group 1 : Akhmad Ivan Fathoni

                   Eni Hasnaul Faiq

                   Hasan Zainuddin

                   Suhirman 

A.      Communication strategies

Communication strategies pertain to employment of verbal or non verbal mechanism for the produced of information. Faerch and Kasper  (1983a) defined communication strategies as “potentially conscious plan for solving what to an individual presents itself as a problem in reaching a particular communicative goal.”

B.      Avoidance strategies

Avoidance is a common communication strategy that can be broken down into several such categories. The most common type of avoidance strategies is:

1.       Message abandonment

2.       Topic avoidance

3.       Circumlocution

4.       Approximation

5.       Use of all purpose word

6.       Word coinage

7.       Prefabricated pattern

8.       Non linguistic signals

9.       Literal translation

10.   Foreignzing 

11.   Code-switching

12.   Appeal for help

13.   Stalling or time-gaining strategies

C.      Compensatory strategies

Another common set of communication devices involves compensation for missing knowledge. Memorized chunks of language, known prefabricated pattern are often found in pocket bilingual phrase books. Code-switching is the use of a first or third language within a stream of speech in the second language. Code-switching occurs between to advanced learners with the common first language, usually not as a compensatory strategy. Yet, another common compensatory strategy is a direct appeal for help, often termed appeal to authority. Oxford (1990a) provided a comprehensive taxonomy combining both communication and learning strategies.