other learner characteristics
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Other Learner Characteristics
O This chapter provides a brief overview
and other fives variables:
O Anxiety
O Creativity
O
Willingness to communicateO Self-esteem
O and learner beliefs.
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Anxiety ConceptO the anxieties is considered as a component of
motivation but also is the key merit of neuroticism,which is a physiological trait that defines part of thepersonality that can lead to emotional instabilityand insecurity, high degree of anxiety and guilt that
leads to negative L2O learning.Anxiety is an emotional response or
pattern of responses that includes:
O 1. Cognitive spects, which lead to tension andapprehension.
O 2. Physiological aspects. characterized by a high
degree of autonomic nervous system activation.O 3. motor aspects. hyperactivity. paralyzation
motor, difficulty in pronunciation, less adaptivebehaviors
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ANXIETY
Anxiety is quite possibly the affective factor
that most pervasively obstructs the learningprocess.
Two important anxiety distinctions areusually mentioned:
Beneficial/facilitatingvs.inhibitory/debilitating anxiety:
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Lenguage and AnxietyIn an important experimental study
investigating the causal relationship
between anxiety and academicperformance.
Vidio camara. In classroom
Anxiete tension transitory
repetitive---anxiety arousal
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LANGUAJE ANXIETYO Relates with:
Personal reasons.
Activities and cassroom practices.
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Possible effects on learning a second
language (L2).
Academics.
Cognitive.
Social Effects
Imput
Processing
Auput
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Anxiety Symptoms General Avoidance
Physical symtoms
Physical actions
Other Signals
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CREATIVITYO It is certainly a major constituent of
intelligence
O It is usually restricted to defining the creativeperson, creative thinking, or the creativeprocess/behavior/production/performancerather than the actual construct.
O Definition: the ability to produce new andoriginal ideas and things; imagination andinventiveness..
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La creatividad In SLA
Is creativity a relevant concept from the point ofview of educational research?
Sternberg believed that creative intelligencewas an important determiner of SLA
Such tasks, the author argued, often requirestudents to use their imagination, that is, to
retrieve or construct their own ideas, andtherefore it is reasonable to suggest that theoutcomes may depend to a great extent on thestudents creative abilities.
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O Although as Brown stated Self- esteem
is probably the most pervasive of any
human behavior and in educationalpsychology the concept is well
established, this importance is not
reflected in the amount of L2 research that
has specifically targeted the variable.
SELF STEEM
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SELFSTEEMO Although as Brown stated Self- esteem
is probably the most pervasive of any
human behavior and in educationalpsychology the concept is well
established, this importance is not
reflected in the amount of L2 research that
has specifically targeted the variable.
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O Self- esteem is the evaluative quality of
the self- image or self-concept, and
therefore global self- steem refers toindividual overall evaluation.
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O The notion of self esteem can become
rather complex because it may vary
depending on which of self functions actas the reference point for evaluation.
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O The same individual can have high, low,
and moderate levels of differents kinds of
self-esteem at the same time.
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O self- esteem is also closely associated
with social identidy: by identifying with a
prestigious group, the groups high statusattaches to ones self concept.
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O The focal issue in this research effort was
to examinate how people with low self-
esteem differed from others with high self-steem and how this difference was
reflected in their behavior and learning.
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O Selfesteem correlated positively with
achievement in the failure information
group and negatively in the successinformation group.
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WHAT ARE BELIEFS?
O We all have beliefs about many areas ofour life, an example of this are the
religious beliefs, but also our beliefs about
ourselves and our environment.
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CHARACTERISTICS OF
BELIEFS Tend to be limited by the culture in which the individualMOVES
It is resistant to change
These are related to the knowledge we think we have, butthey act as a filter on the thinking and processing information.
These are interrelated, but also with other aspects, such aswith attitudes and values of a person.
These are difficult to measure, must be deduced from thebehavior of people.
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REPRESENTATION MODELS OF BELIEFS
AFFECTIVE DIMENSION.
Evaluative and emotional reaction to the learning
object.
COGNITIVE DIMENSION.
What the person knows or knows about the
learning object.
Here are beliefs.
BEHAVIOR.
Intentions or actions related to the learning object
ATTITU
DES.
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BELIEFS AND METACOGNITIVE KNOWLEDGE
Metacognitive knowledge emphasizes thecognitive aspect, which is required for the
regulation of learning and critical to student
autonomy.
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KNOWLEDGE OF THE PERSON: this is
the filter through which they perceive theirown skills and potential to learn a LE.
TASK KNOWLEDGE: it refers to what is
perceived in the same objective.
STRATEGIC KNOWLEDGE: this is the
most "visible", because it is applied
directly to the learner to select andimplement learning strategies.
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HOW CAN STUDY THE BELIEFS?O Questionnaire BALLI (Beliefs About
Language Learning Inventory).
O Semi-structured interviews.
O Learning journals.
O Ethnographic investigation
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IMPLICATIONS FOR
CLASSROOM L2O Implications for teachers.
O Implications for learners.
O Implications for the design and production
of materials.
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In general, the purpose of education is to promote communicative
approach communicative competence of the students in the target
language, the willingness to communicate in a second language (L2
WTC) has recently become an important concept across disciplines
second language acquisition (SLA) and communication. "Skehan (1989)
the willingness of students to talk, to learn"
Willingness to communicate (WTC) can be defined as the probability that
an individual decides to start communication, more specifically, to speak,
when free to do so. The two key antecedents of WTC are communication
apprehension and perceived communicative competence.
Communication Apprehension is the anxiety associated with
communication events and actual or anticipated anxiety is generallyreferred to as language when experienced in connection with an L2.
self-perceived competence refers to the person's self-assessment of
their communication skills.
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(Figure 1 below is a schematic representation of the construction of the WTC.)
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MacIntyre participated last March in the presentation of
Linguamn-UOC, created jointly by the House of
Languages and UOC, and he made a series of
questions such as:
What is the concept Willingness to Communicate (WTC 'willingness to
communicate') in which you work?The idea is that people are more accustomed to another to learn a second
language, and among people who have the same interest and experience, some
use the second language more than others. Motivations influence. Some people,
for example, that will work very hard to use the second language and improve it,
seize every opportunity to make use of it, while others are more reserved, they
take it more calmly and very rarely speak. Therefore, the use of a secondlanguage influences not only the preparation or experience, but there is a wide
range of psychological factors that have a major impact when people decide to
use the second language learned
What led you to study these aspects?
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I specialize in psychology and communication, which leads you to analyze the many variables
of communication processes. When you add the use of the second language, everything
becomes more complex. You enter the dimension of another language, another culture, and
everything is more interesting.
What are the advantages, on a psychological level, to speak a second language?
Much is said about the usefulness of a second language for economic globalization,immigration, English for business, but there is a far wider range of access to tourism to
develop new relationships, friendships, cultural activities ... Learning new languages not only
brings economic benefits. The languages and cultures are very closely related, many argue
that it is virtually impossible to separate a language of a culture. And, if a language dies, is an
irreparable loss to a culture. I would add that, if a language is threatened, and the number of
people who speak it is narrowing, this entails an emotional state of fear that changes people.When a culture is threatened you have the feeling that something very important about
yourself may disappear, and that can change the way people relate to one another.
To have "success" in life, how many languages I speak?
Depends on what you consider success! [Laughs.] I believe that to be successful you should
be able to speak a language well. If you speak two, will be great because you're open to
another culture and maybe you'll realize that the best way of seeing things is not yours, what
can be more flexible, tolerant. To be successful in terms of economic opportunities, today youneed two or even better three languages. But it depends on each person, and what he wants
to travel and will have access to other cultures. If you are interested in other cultures, it will be
easier to learn their languages. There are people talking six, seven or eight languages, and
each new learning find it easier because they know the mechanisms of learning.
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MUN seems that the UN model isone way that students can
practically use English. This is a
particular community of practice of
teachers and students with specifictasks and ways of doing things.
Student self concept as users
become more concrete L2 and
language learning takes place
through interaction with others. In
turn the students to become more
autonomous, with a clear sense ofur ose in learnin and usin
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Finally, (in press) Kang recent study deserves
special attention
because qualitative methodology employed allowedhim to explore the situation
variables affecting WTC in detail. As described
above, a unique feature
WTC L2, in contrast to L1 WTC, its nature is
situated, and
therefore, the study of variables related to the socialand psychological
communication is particularly relevant here.
Investigating four men
Korean students at a university in the United States
for a period of eight months,
Kang found that the degree of WTC L2 wasdetermined by the interaction
psychological conditions of enthusiasm,
responsibility and safety,
and situational variables such as the subject, and
partners
the context of the conversation of communication.
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Tandem is a tool that connects two
online students to carry out a task
of learning languages,
simultaneously. This tool assigns
each student different content withinthe same task, to create interaction
between the two and creating a
need to communicate.
Tandem operates independently ofthe communication tool that could
be used Skype, Adobe Connect,
chat or other. Interestingly Tandem
student information obtained from
the learning management systemwhich is integrated (Moodle,
Mahara, etc.).
This tool is part of the Speakapps
funded with support of the Lifelong
Learning Programme of the
European Commission.
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In summary, the WTC is an identification
variable compound that attracts a
multitude of variables that learners have
been well established as influences onsecond language acquisition and use,
resulting in a construction in which
psychological factors linguisticorganically integrate teacher-student and
student-student interaction.
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THANKS A LOT
MARTIN EMILIO GUARANGUAY MORILLO
MARIBEL DELGADO
JHON JURADO
JEISSON ESPINOSA