Affective Factors Affecting The Learners Essay

As every individual is unique, getting to understand the students’ characteristics, knowledge and cultural background are essential requirements for encouraging their development and learning (Arthur, Beecher, Death, Dockett & Farmer, 2012). In order to achieve the above requirements, a strong and positive relationship with students is the effective way for teachers to build up a holistic picture of a student (Groundwater-Smith, Ewing & Le Cornu, 2015a; Nixon & Gould, 2005). The various recorded interactions and observations between teachers and students made during the professional experience, have helped me to understand how students learn and have strengthened my ability to plan and implement lessons (Arthur et al., 2012).

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

In addition, the audience’s attitude can be seen as diligent for individuals whose first language isn’t English, it can give them a sense of hope. For others whose first language is English, it might strike up a similar feeling but in a different

As Canada is a multicultural nation, many of its residents speak more than one language. There is much research that addresses bilingualism. Yet, not many consider the relationship between bilinguals and emotions. The purpose of this study is to observe the correlation between Korean-English bilinguals and their emotional attachment in the first (L1) and second language (L2). As the literature states that the two main variables which affect one’s emotion and their choice of language are age of second language acquisition and socio-cultural norms. A correlation study was carried out towards 119 Korean-English bilinguals aged from 18 to 29 years old who reside in Canada. The data were collected through self-report online questionnaire with convenience

Because people do not have enough contact with other cultures, students from different backgrounds will choose various strategies to learn a new language. Based on the research, “the Jordanian and the Turkish participants use memory strategies” whereas “the Spanish students are the poorest in applying the memory and the affective strategies”, showing that people from a certain culture prefer some strategies than the others (Deneme, 2010, p.87). Only when people are aware of the strategies they use can they “repair and improve the weak points in their

The authors undertook this research in order to better understand the factors that affect language learning. The findings obtained through this research may help predict

Also, how much the student perceives the need of the new language can have a great impact on how willing they are to learn it. In terms of his own advancement in perhaps obtaining a job where it may be necessary to know English, or meeting some other goal, which is

“If you possess enough courage to speak out what you are, you will find you are not alone,” Richard Wright said, true acceptance of your true identity can lead to only positive outcomes. There are multiple identity factors that can help people identify who they are; some identities you are able to pick and some you are born into. Gender status and ethnicity are two top components of a person’s identity, they usually structure how people experience life. However, not everyone goes through the same experiences as other people with other identity factors. Throughout your life you are modeled into the person you are because of your gender status; you pick and chose what you wear, who you want to surround yourself with, your love interests, and other things you might want to do. Ethnicity is another important identity factor that people are born into. Usually, this helps people identify and relate to a specific social group that share common national or cultural traditions. When these two identity factors are intertwined the outcomes are all different. These outcomes include: the way societies sees you, what job you are able to get, who you are going to marry, or even being discriminated against. In the essay, Speaking While Female, by Sheryl Sandberg and Adam Grant expresses major struggles and insecurities of speaking out that women face. So already if you identity yourself with a specific gender status it can determine how people might view you. However, unlike gender status,

Throughout the output stage, stress and anxiety may affect the data which has been learned beforehand. While practicing foreign language, stress and anxiety could possibly minimize students’ capabilities to speak or write.

“The terms of the second language don’t match those of the first language, and they may also not match the speaker’s emotions shaped or colored by the first language.” and also “the emotions terms of the second language may not have the subjective force that those of the first language”. Those are the main reasons why it is so difficult to live a bilingual live/experience. People will always try to create a connection between two languages and to compare them, then they will realize that the same concept is seen different from language to language and it might be a problem because they are emotional connected to their first language. In the article Words, feelings and blingualism , written by Viorica Marian and Margarita Kaushanskaya are examined cross-linguistic differences in emotionality. Therefore, forty-seven Russian-English bilinguals were asked to describe the process of their immigration to the United States in detail. 24 participants were interviewed in Russian, while 23 were interviewed in English. The results of this study have shown that the bilinguals used more emotion words in their second language than in their native language. The authors of this article have given some explanations on these results: “the use of the second language may allow the speaker more distance from the emotional

Through affective learning, which is also effective learning help intensify the multidimensional processing of language. Within affective learning, the learner’s competence for learning will be increased, thus making sudden results produced. Language awareness is a method of aiding learners to help themselves. The outcomes of educating language awareness will not only be language use, but also language use, which is more perceptive to issues of society, identity and equity. Songs help as the basis of such target language use that supports to promote a learner’s language awareness in learning (Shen,

“Bilingualism is considered to be the alternate use of two or more languages by the same individual” (Mackey, 1957: 51, cited in Beardsmore & Baetens 1987). Recently, it has been debated among scholars, as to whether there is a difference in emotionality in a bilingual’s first language (L1) or second language (L2). Currently, the consensus is that that L1 tends to be most emotive, especially when expressing issues regarding childhood memories, whereas L2 tends to be more involved in encoding unemotional topics (Dewaele, 2008). Other research (Aycicegi-Dinn, Ayse & Caldwell –Harris, 2009) tends to suggest there is no difference between emotional expression in L1 and L2. Despite researchers being unable to agree, this essay will focus primarily on critically evaluating, and discussing how negative emotion differs, in particular anger and embarrassment, in L1 and L2. It will also briefly discuss the expression of positive emotion in bilinguals and which language is favoured.

Moving on to the article itself and the study that is being analyzed in it, the authors start by identifying native language as L1 and second language as L2. The purpose of the study was to follow up with previous researchers who have found that language and emotions are linked and that said link is solider in L1 than in L2 which has been acquired far along in life. They wanted to reflect their findings in changes in emotional memory and embodied responses when Spanish and English was being interchangeable between bilingual people. The researchers formulated two hypotheses. The first hypothesis was based on the idea that the processing of emotional words in L2 would result on less embodied simulations (Muscle resonance) that it would in L1 participants. The second hypothesis stated that L2 participants had a harder time processing and categorizing emotional words

Learning a foreign language can be a lot like dating: one can easily get tongue tied as they anxiously attempt to reach the object of their affection. This “butterflies in your tummy” feeling can help a person when it comes to affairs of the heart. It reminds them that the smallest transgression can lead to enormous costs. But what about learning a foreign language, where matters of the tongue are much harder to control. The pressure a student feels to perform well in the classroom can become unbearable, but becomes even more specific to learning a second language. This subject will be looked at in much greater detail by investigating research, causes, and anxiety in foreign and second language learning.