Wiedza o akwizycji i nauce języka

Role of emotions, temperaments and self-esteem in language acquistion/learning

presents

MAGDALENA SOBKOWIAK

Feelings and emotions experienced by students are considered important in understanding learning processes, student motivation and effective teaching.

Learning and acquiring a foreign language employs certain mental processing abilities that might be partially or fully affected by the emotional state or attitudes of the learners.

Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. It seems that both learners and teachers play a crucial role in managing emotions in the classroom.

All learning is influenced by our emotions – positive and negative. If we feel happy, secure, and like we belong, we learn better, but if we are stressed, tired, hungry or feel disconnected, we won’t learn as well.

REMEMBER

Emotions and learning are inextricably connected !

The bright side of the force

joy, acceptance and curiosity...

JOY

- children do get pleasure out of learning- much of it is learning that is motivated from within- challenges are seen as a part of the process- we need to nurture human beings, not just create test takers and workers

acceptance

Acceptance - wanting to belong and to be part of a school community messenges. 1. Use literature to encourage empathy. 2. Practice seeing from others' perspectives. 3. Celebrating differences. 4. Promote respect at every level.

CURIOSITY

"The important thing is not to stop questioning curiosity has its own reason for existing" Albert Einstein

It's not secret that curiosity makes learning more effective and enjoyable curious students not only ask questions, but also actively seek out the answers.- Curiosity prepares the brain for learning- Curiosity makes subsequent learning more rewarding.

The dark side of the force

anxiety, boredom and shame...

ANXIETY

an unpleasant, threatering feeling that something bad is about to happen

"objectless" fear

motivator to run or escape

can have a devastating impact on students’ many students avoid speaking in their English classes and remain silent due to anxiety.

BOREDOM

1. Be interested in your topic.2. Let your personalithy shine through.3. There is no such thing as a boring topic, only boring angles.4. Break up the flow of the lesson.5. Create the illusion of a conversation to hook your audience.

SHAME

Shame is very painful emotion that involves a negative evaluation of the global self. Thus, the pain of shame, and its resulting (if only-temporary) loss of self-esteem may give rise to unfocused anger and hostility.

Implication for us:- shame is felt and understood diferently (culture, gender, provilege)- at-risk populations- "I'm right... and you're wrong"- pushing the boundaries- uncontrollable responses (violence, anger, aggression)

guidelines for dealing with your emotions

listen to your bodyidentify your feelingspersonalizy your feelingsown your feelingsdecide what to do with your feelings

How personality traits affect Language Aptitude?

Personality traits can have a direct and indirect impact on learning and their role as predictors of our students’ learning should not be discounted.

Agreeableness

This personality trait refers to modesty, compassion, altruism, tender-mindedness and honesty. Agreeable individuals are friendly and helpful and usually tend to see the best in people. They appreciate good relationships with others.

Conscientiousness

This trait denotes thoroughness, punctuality, thoughtfulness and reliability at work. People with this trait prefer planned and structured behavior to spontaneity and creativity.

Extraversion

Highly extraverted people enjoy engaging with the external world, are friendly and warm-hearted, full of energy, enjoy playing and seek stimulation.

Neuroticism

Neurotic people are instable and impulsive individuals who are prone to negative emotions such as anxiety, anger, hostility, resentment and depression. They do not cope very well with stress and when under stress, they react with fear and irrational behavior. They are often in a bad mood.

Opennes to experience

People with high levels of it are intellectually curious, independent in their judgment, appreciate beauty and the arts, are in touch with their feelings, love adventure and unusual ideas. Those with low levels of this trait are traditional, conservative and have traditional interests.

What is self-esteem?

- self-esteem is defined as apreciation worth, estimate of value;- self-esteem is the package of beliefs that you carry around in your head, that you have accepted to be the truth about yourself, whether it is right or not.

Self-esteem refers to the way we see and think about ourselves.

high self-esteem cycle

the effects of high self-esteem

People with high self-esteem possesss the following characteristic:- they like to meet people-they don't worry about how others will judge them- they have the courage to express themselves- they lives are enriched with each new encounter- they are nicer to be around- their ideas are met with interest because others want to hear what they have to say- they are magnets to possitive opportunities

low self-esteem cycle

the effects of low self-esteem

People with low self-esteem posess the following characteristic:- they don't believe themselves- they see themselves failing before they begin- they believe they can never be as good as they should be or as others- they are afraid to show their creativity because they will be ridiculed- they are dissatisfied whit their lives- they spend most of their time alone- they worry about everything

to improve self-esteem

1. Recognize that change is possible.2. Recognize that change takes time.3. Firmly give up low self-esteem.4. Recognize that you are not alone.5. Have compassion on yourself.6. Make a commitent...TODAY!

sources

- https://www.gulfbend.org/poc/view_doc.php?type=doc&id=12766&fbclid=IwAR3kdZuMC0lTIXOiLPjmxAW_z6J6L5XPWyeDaJb9M7U0ZT8GnFMb7TKJsvc- https://www.edutopia.org/blog/why-curiosity-enhances-learning-marianne-stenger?fbclid=IwAR28ziE1Luf8XcVQvkt5ArkQDz6lzq7RUNMMpM5DrDZI-FvAmIY7yEPAFy4- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6121009/?fbclid=IwAR3kdZuMC0lTIXOiLPjmxAW_z6J6L5XPWyeDaJb9M7U0ZT8GnFMb7TKJsvc- https://www.researchgate.net/publication/281716361_On_Emotions_in_Foreign_Language_Learning_and_Use- https://www.academia.edu/30722960/The_Role_of_Emotions_in_Language_Learning_Exploring_the_Relationship_between_Foreign_Language_Speaking_Anxiety_and_Proficiency?fbclid=IwAR1o8d_zfZwUGGYoBoi9DSt8329-Hq12LnMrEhj7h1BEbXmwbzZ0PNNm4H8- http://www.mextesol.net/journal/index.php?page=journal&id_article=14709&fbclid=IwAR2y9uTODu4aY8__a9Ldda7KmBqNOCuFHBu62gB9cPbBb4SaBQCvcdDaTzk-https://revistas.unal.edu.co/index.php/profile/article/view/37872/40579?fbclid=IwAR06pdSr_7qooiViVe77pWqD7vnkTpp9GkKHRABlNJGi_QmJhIOyqMWk1ig

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