Personality Factors Slide

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Personality Factors Personality Factors&

Teaching Englishas a Foreign

Language

b y IULIANA DRUTAC

2010

EG32



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Human Beings

areEmotional Creatures



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Emotions

What you do

What you learn

What you think

affect



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1. Intrinsic ² Personality Factors (ch.6)

2. Extrinsic ² Sociocultural Variables (ch.7)

A ffective Domain of 2L Acquisition



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Personalit y F actors

I. The Affective DomainII. Myers-Briggs (Character Types)

III. Motivation

IV. The Neurobiology of Affect

V. Measuring Affective Factors

Outline



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I. Affective DomainBloom and Development of the Affective Domain:

Development begins with

Receiving.

Responding.

Valuing. Placing worth.

Organization. System of beliefs & Hierarchy.

Act in accordance with the value system.



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1. Self-Esteem

2. Inhibition

3. Risk-Taking

4. Anxiety

5. Empathy

6. Extroversion

Specific Personality Factors (6)



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Personal Judgment of worthiness

that is expressed in the attitudes that

individuals hold toward themselves

Derived from experiences

with themselves and others, and

assessments of the external world

1. S elf - EsteemPERSONALITY FACTORS



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3 Levels of Self-Esteem

1. General or Global ² (overall self-appraisal over time)

2. Situational / Specific ² (self-appraisal in particular

life situations)

3. Task ² (particular tasks within specific situations)



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Teachers can have a positive and

influential effect on

1. Linguistic performance

2. The Emotional well-being of the students

Application in the classroomSelf Self--EsteemEsteem



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All human beings build sets of defenses

to protect the ego (concept of own self )

Newborns ² no concept of own self

Childhood ² begin to create it

Adolescence ² changes:Physical, Emotional, andCognitive > defensive inhibitions to protect fragileEGO

Adulthood ² more building defenses

2. InhibitionPERSONALITY FACTORS



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2L acquisition involves a New Identity

An adaptive language ego enables learners

to lower the inhibitions that may impede

success.

Inhibition and Language Ego(Guiora)



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Inhibition

The removal of defenses promote language

learning

Application in the classroom



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Good language learners haveThe ability to make intelligent guesses.

Impulsivity ²> positive effects in 2L.

Take the risk of being wrong (bad grade, failin one exam, punishment, embarrassment)

3. Risk-Taking PERSONALITY FACTORS



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High Risk-Takers: may be need to be ´tamedµ

Silent Students: Encourage guessing

V alue the student as persons for those risks thatthey take.


Risk-Taking



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4. Anxiety

Associated with feelings of frustration, self-

doubt, apprehension, worry, or uneasiness.

Levels of Anxiety:

1. Trait * - permanent predisposition

2. State * - momentary or situational3. Debilitative * - Harmful

4. Facilitative * - Helpful >POSITIVE FACTOR

PERSONALITY FACTORS



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Anxiety Differentiate if the anxiety is Trait

(permanent) or State (momentary)

Promote a Facilitative Anxiety

(positive effects)




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5. Em pathy

Language > keep bonds of society

Social transaction (to reach out beyond

the self to others > tool: language)

Transactional variables ² imitation,

modeling, empathy, etc

2L: important variables: Empathy andExtroversion

PERSONALITY FACTORS



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´putting yourself into someone else·s shoesµ

Communication requires a sophisticated

degree of empathy.

To be able to understand the other person·s

affective and cognitive states

Em pathy



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Empathy

The need to define empathy cross-culturally

How different cultures express empathy.




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6 . Extroversion

Stereotype: (gregarious, ´life of the partyµ)

Extroverts. Ńeed to receive ego enhancement,

self-esteem, and a sense of wholeness from

other people.µ

They NEED OTHER people to feel ´goodµ

PERSONALITY FACTORS



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Contrary to our stereotypes

Introverts can have an inner strength of

character



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Extroversion Stereotypes have influenced teachers· perception

of students.

Prejudging on the basis of perceived extroversion. Visibility in the classroom is not due to

extroversion factor.

Cultural factor: improper to speak out

Extroversion may be a symptom of defensivebarriers

There is no correlation of * and 2L success


Motivation



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1. Self-Esteem

2. Inhibition

3. Risk-Taking

4. Anxiety

5. Empathy

6. Extroversion

C onclusions > Personality Factors



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II . Personality

Ty pe Myers-Briggs



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II.Personality ´Typeµ and Success

Character Types

Carl Jung ² ´people are different in

fundamental waysµ

An individual has preferences for

´functioningµ in ways that are ´typicalµ of

that particular individual.

Factor: INDIVIDUAL VARIATION

Myers-Briggs



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Four two-dimensional Styles

1. (I/E) Introversion vs. Extroversion (sense ofwholeness and Self-Esteem)

2. ( S/I ) Sensing vs. Intuition (perception ofthe world)

3. ( T /F ) Thinking vs. Feeling (conclusions &

storing of reality in memory)4. (J/P) Judging vs. Perceiving (attitude

toward the óuter worldµ)

Myers-Briggs Test



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Four two-dimensional categories

16 personality profiles or combinations

Example: ENJF or ÍSTPµ

Implications :

ES will excel in group work

IS will prefer individual works

Personality Profiles



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Myers-Briggs

Differences in strategy use for 2L,

depending into strategies associated with

native Learning Style

Successful learner know their preferences,

strengths and weakness, and effectively

utilize strengths and compensate forweaknesses regardless of their ńaturalµ

preferences




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III. M

otivation

Success >>> Motivation



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1. Behaviorist ² * is the anticipation of rewarded (our acts > external forces)

1. Cognitive ² * is due to Individual decisions

1. Constructivist ² * emphasis on Social Context and individual personal choices

3 Pers pectivesMotivation



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a. Instrumental: attaining instrument goals

(reading technical material, translation, furthering a career)

b. Integrative: integrate themselves into the

culture of 2L

Instrumental and Integrative

Orientations



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Intrinsic * - No apparent reward, except

the activity itself

> competence and self-determination

Extrinsic * - reward from outside and

beyond the self.

Intrinsic and Extrinsic



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Motivation

2L requires some of all there levels of

motivation

Our pedagogical tools can harness the

power of intrinsically motivated learners

who are striving for Excellence, autonomy,and self-actualization


end



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IV . The

Neurobiology of A ffect



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IV. The Neurobiology of Affect

PET, MRI

Affectivity and mental/emotional processing

> 2L

Amygdala ² ability to make an appraisal of

a stimulus

To decide if your perception is pleasant and

relevant or unpleasant and painful



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Neurobiology

Schumann: Positive appraisals of the

language learning situation enhance 2L andnegative appraisals inhibit 2L




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Paper-and-pencil tests:

asking for self-rating

V . Measuring A ffective

Factors



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1. Validity

a) widely validated previouslyb) do not rely on only one instrument

2. Self-flattery syndromeperceptions are biased > desirable personality type

3. Culturally ethnocentricdifficult to interpret cross-culturally

S uch tests present 3 problems



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Affective factors influence greatly in 2L

Take caution in current methods of

measurement ² reliable and valid

instruments

Identify those personality factors significant

for 2L

C onclusions

Personality Factors Slide

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