Name: Nguyễn Thị Trà Mi
ID: [Link]
AFFECTIVE FACTORS
-Affective factors are emotional factors which influence learning. They have negative and
positive effects. Negative effects are also called affective filters.
-Theory: learners as emotional beings
+We believed that human beings always act in a logical and sensible manner. We need to
consider the way we see learners, not like machines to be programmed. They have dislikes,
fears, weaknesses and prejudices. So the feelings that the process evokes play a crucial role in
the success of failure of language learning.
+We consider the relationship between the cognitive and the affective factors. The learners will
learn when they actively think about what they are learning. The emotional reaction is the
essential foundation for the ignition of the cognitive process.
Emotional reaction (learner wants to learn) -> the cognitive process (learners applies
cognitive powers to acquire knowledge) -> learning is successful -> learner’s competence
develops -> increased competence encourages them to learn more easily -> learner sees
learning as an enjoyable and satisfying experience -> encourage to self-study and achieve the
success.
-One of affective factor is motivation. It is divided into two forms: instrumental and
intergrative motivation.
+ instrumental motivation: the reflection of an external need. It is not originated from they
want to, but because they need to. For example: they need to sell things for foreigners, pass an
examination at school, pursuing the career.
+ integrative motivation: derives from a desire of the learners to be members of the speech
community, it is an internally generated demand. For example, pleasure of speaking.
-We don’t have a particular answer to determine : “what motivates the students?”
-We need to create the enjoyment, creativity, good teaching, needs to evoke the intrinsic
motivation from students.
- the factors is not only motivation but also the anxiety: anxious ( proficiency, teacher,
exam)and relaxed ( self-confidence, self-system, …). Self-esteem is necessary in combing the
learner’s state of mind, his or her response to determine the teaching methods and the success
Relationship between the emotion and acknowledge ability
-if students feel hostile towards the subject of study, they will be unlikely to achieve much
success.
-According to Stephan Krashen, the comprehensible input depends upon the students being
relaxed, feeling positive and unthreatened. If the students are in good condition, it can help
them to gain knowledge effectively. So we need to make affective filter lowered which can help
the comprehensive input the students are exposed effectively (active) than their acquisition
(passive) in the language learning.
-The learners needed to feel what they were learning is relevant to them, they had to
experience learning and feel self-conscious to enhance the knowledge as part of process.
->In classroom, students should encourage to reflect on how learning happens. The teachers
help their students feel comfortable, learning a language is as much as an issue of personality,
self-knowledge and need to construct every day.
Application of affective factors in teaching
-Build student’s self-confidence: list their own strengths, of what they know or what they have
already accomplished so far in the course. In this way, students can have a clear mind in what
they have already learned, self-confidence can be built in this way. Teachers can also tell the
students explicitly that you do indeed believe in them, both verbally and nonverbally. Teachers’
attitudes do count in the students learning, especially in learning an unfamiliar language. if the
students made some mistakes, the teacher should correct them in an appropriate way, or the
students may feel belittled. Teachers can praise the students for good guesses, correct only
selected errors, preferably just those that interfere with learning. Do not always give
explanations of errors. In addition, if the students can not achieve ideal results, the teacher
should help them to address the problem and set the goal for the next stage.
Stimulate Students’ Motivation: Learners’ motivation to study can determine their effort. . The
learner’s motivation and their language learning are mutually influenced. As a result, during the
process of language teaching, the teacher should emphasize the importance of students’
motivation. To help the students develop intrinsic motivation, the teachers can remind them
about the rewards for learning English. For example, for students who plan to find a job related
to the target language, the teacher should help them to realize the significance of the language
in their future career.
Help Students Lower Anxiety: The students’ anxiety cannot be eliminated unless they feel
relaxed and comfortable in class. The teacher should know the students, not only their
proficiency level, but also their characters or personality types. The teacher can apply with
situational teaching method, or create some games to make students feel relaxed. For example,
the teacher can play guessing games and communication games, to reveal things of a private
nature and nurture the student’s selves. However, we should consider this application because
a concentration on the inner self may limit the range of language and teacher can neglect their
students’ cognitive and intellectual development.
Conclusion: we need to create an unthreatening environment and take into account about
learner’s attitudes, not to do anything damages their self-esteem and emotions to keep their
affective filter lower. Which helps students absorb acknowledge affectively.