Affective factors

AFFECTIVE FACTORS 7

Affectivefactors

AffectiveFactors Chart

Affective Factors

Pedagogical Processes

Influence of Home Culture and Language

Motivation: This is inner desire that a student has to learn and to succeed. Research has indicated that intrinsic motivation makes students to enjoy learning a new language and therefore they take pride in the progress they make. Extrinsic motivation has also been known to affect the acquisition and learning of a second language. This is the kind of motivation where the student has an external need to fulfill such as joining an oversees university that requires language acquisition (Gardner, 2015). Additionally, the learner may be in a need to communicate with a girlfriend or a boyfriend and such form of motivation will definitely affect the learning of a second language.

Interaction: it is important to know how to interact with the student in order to motivate them. Motivation can be done through use of rewards and praises for the students who perform well. This will enhance the motivations for the learners.

The language and the culture of the student will affect the motivation that a student has. If the child comes from a family that puts immense interest in education, the student is likely to learn a second language. If the language of the student is widely spoken language such as English, it will be easier for the student to learn a second language.

Assessment: It is important to assess the progress of the students through tests. The desire to pass the tests will enhance the motivation of the learners.

Age is another affective factor that affects language acquisition. Research has indicated that children who have excellent skills in their first language are likely to succeed in their second language acquisition. It is also evident that students who are older are likely to understand and learn a second language much easier than young people (Gardner, 2015). However, it is essential to note that the students must be motivated to learn a second language.

Understanding the thinking level of the learners. It is important to use charts and pictures with the letters of the second language on learners with a tender age.

In culture where learners join school at an older age, second language acquisition will be extremely difficult. Children from cultural backgrounds where they join school early are likely to acquire second language skills easily. It is also evident that the language that a child speaks at young age will affect the learning of a second language. Learners who develop interest in a second language while young will find easy to learn a second language.

Determining the method of interaction. For the young learners, it is critical to use pictures and charts to write the words in the new language. Young learners will find it easy to remember what they see rather than what they hear.

Personality: this is an affective factor that highly affects the learning of a second language among the students. Research has indicated that the more reserved and introvert students are sow in learning a second language. It is evident that they are anxious of making mistakes in pronunciation (Gardner, 2015). On the other hand, the students who are extroverts and outgoing are likely to take up opportunities where they can learn a second language and they are not afraid of making mistakes when learning a new language.

Developing the learning styles of the students. Grouping will be very critical for this type of learners. It is essential to mix the extroverts with the introverts in one group so that they can learn from each other and motivate each other.

The encouragement that a child gets from the parents and family members affects second language learning. It is clear that family members can encourage children to be outgoing and adopt mistakes, as well as learning from them.

Assessment: It is critical for the teacher to use this pedagogical style to determine the level of mastery of the different students the introverts and the extroverts.

Experiences: Students who have had immense exposure to different languages and cultures such as the ones who have lived in different countries are likely to learn a second language easier than the ones without such experience (Gardner, 2015). Additionally, students who have sufficient knowledge in learning are likely to acquire a new language easily.

Understanding the thinking level of the students. Verbal instruction and a little of use of written words would be efficient for learners with experience. To improve on the learners without experience, it is paramount to use pictures and charts with the second language words.

Children who come from families that travel a lot in different countries and who are exposed to a variety of cultures are likely to find it easy learning a second language. The exposure to many languages will definitely affect the child’s learning of a second language.

It is also important to use question and answer pedagogical process since this will indicate the students who have experience and those who do not have.

Cognition: Research has indicated that students with great cognitive or thinking capacity learn a second language much easier than learners who are cognitively challenged. According to linguists, there is an innate language learning ability that is common in some students and not in others (Gardner, 2015).

Use of the learner centered pedagogical process will ensure that the learners with weak cognitive skills benefit immensely.

It is important for a family to have a culture of presenting children with challenging but doable tasks so that they can be in a position to develop cognitively. Teaching children language at an early age affects their cognition and therefore culture and language affects cognition.

Assessment process will also determine the weak and the strong students. It is important to use the results from the tests to determine the learners who require special attention.

Usethe information you compiled in the chart abovetocreate a list of 10 generalor specific classroom expectations a teacher might have for his/herstudents.

  • To master the second language

  • To pass the assessments

  • To maintain discipline in the classroom

  • To mutually benefit each other as students

  • To learn from each other

  • Maintain respect for the teacher

  • Maintain a clean environment in the class

  • Maintain silence while learning

  • Attend all the class sessions

  • Appreciate punishments as a way of correction

Identifyat least 2 effects of this expectation on the progress of a student’ssecond language acquisition. These expectations can include bothpositive and negative effects.

Itis evident that the expectations that the teacher has for thestudents will have effects on the progress of students. Theexpectations will improve the mastery and performance of the student(Gardner,2015). The expectation will also affect the discipline of thestudents due to the expectation that students make no noise andmaintain a clean environment.

Writea 350-word reflection on how you as a teacher would address theaffective factors and influences in learning and teaching in yourclassroom.

Itis critical as a teacher to understand the various affective factorsthat affect the learning and mastery of a second language of thestudents. The first step as a teacher is to know the experience thatthe students have with regards to the acquisition or learning asecond language. Students who have had exposure to differentlanguages are likely a second language easily (Gardner,2015). Secondly, students who have had little or no exposure to asecond language will require a slow process of learning andinstruction. It is critical for the teacher to ensure that suchstudents who have had no experience of other cultures and languagesare given special attention.

Anotheraspect that the teacher must consider is the cognitive level of thestudents. It is less important to have learners with differentcognitive levels in the same class. It would be prudent to ensurethat students are separated in accordance to their cognitive levelsand age differences. However, it would essential to mix the studentssometimes so that they can learn from each. It is clear that studentsof different ages will find it difficult learning together due totheir different cognitive levels.

Asa teacher, it is paramount to know the personality of the students.For the introverts, it is the role of the teacher to give themspecial attention so that they can master the language. It isextremely vital to mix the introverts and the extroverts in the sameclass to encourage interaction and mutual benefit among the students(Gardner,2015). Additionally, it is clear that students who are extroverts arelikely to dominate discussions and question time in class and, it isduty of the teacher to give equal chances to all the studentsincluding the introverts in order to encourage them.

Lastly,the teacher must address the motivation level of the students byencouraging all the students to work towards a particular goal. Theteacher must interact with the students directly in a bid tounderstand their motivation. This will provide him with the chance tounderstand the students and develop strategies of motivating them.This would include giving the best students rewards or givingaccolades to the best learners.

Reference

Gardner,R. C. (2015).&nbspMotivationand second language acquisition: The socio-educational model.New York: Peter Lang.