Temirkhanova A.Z.
AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION (SLA) AND HOW CAN TEACHERS MITIGATE THEM *
Аннотация:
it is proven that SLA learning/teaching process can be determined by a series of factors. They are: cognitive factors, metacognitive factors, affective factors etc. Each set of mentioned aspects can Influence learning outcomes both in positive and negative manner. This research work will be concentrated on the affective factors, their importance and impacts and the ways teachers can use in order to diminish its negative effects
Ключевые слова:
affective factors, affective filter, second language acquisition, foreign language teaching
УДК 327.881.111.1
Temirkhanova A.Z.
Bachelor’s degree in the specialty
“Philology and language teaching (English language)”
Bukhara State University
(Bukhara, Uzbekistan)
AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION (SLA)
AND HOW CAN TEACHERS MITIGATE THEM
Abstract: it is proven that SLA learning/teaching process can be determined by a series of factors. They are: cognitive factors, metacognitive factors, affective factors etc. Each set of mentioned aspects can Influence learning outcomes both in positive and negative manner. This research work will be concentrated on the affective factors, their importance and impacts and the ways teachers can use in order to diminish its negative effects.
Keywords: affective factors, affective filter, second language acquisition, foreign language teaching.
Outline
Introduction
“Learners’ affective factors are obviously of crucial importance in accounting for individual differences in learning outcomes. Whereas learners’ beliefs about language learning are likely to be fairly stable, their affective states tend to be volatile, affecting not only overall progress but responses to particular learning activities on a day-by day and even moment-by-moment basis.” (Ellis, 1994, p. 483)
Nowadays second language acquisition is appeared to be more extended study matter than in the past.
It involves now not only linguistic- focused concepts but several extra-linguistic as well. Especially the psychological basis of SLA attracts the attention of linguists and methodologists as they search for deep psychological aspects that can more or less influence foreign language learning depending on individual features of various learners.
It is proven that SLA learning/teaching process can be determined by a series of factors. They are: cognitive factors, metacognitve factors, affective factors etc. Each set of mentioned aspects can Influence learning outcomes both in positive and negative manner.
This research work will be concentrated on the affective factors, their importance and impacts and the ways teachers can use in order to diminish its negative effects.
According to a great number of different researches, the issue of affective factors seems to be extremely relevant in past two decades. The interest in affective factors in language learning domain has been raised since 1970.
Many scholars and researchers have pointed out the significance of realizing affective factors influence on foreign language learning. For instance, Arnold,J. (2000) mentions two principal reasons of the affection’s importance. Firstly, “attention to affective factors can lead to more effective language learning” The second reason is that focusing on affective factors can provide a whole-person maturing and growth, which is “beyond language teaching and even beyond what has traditionally been considered the academic realm”
Affective factors represent a group of feelings, emotions, mood and attitudes that people have about themselves or the encompassing environment. They can have either positive or negative influence on the process of language learning.
According to Caine & Caine (1991, p. 82) “We do not simply learn. What we learn is influenced and organized by emotions and mindsets based on expectancy, personal biases and prejudices, degree of self-esteem, and the need for social interaction”.
Factors with negative influence in their turn are called affective filters
Affective Filter Hypothesis was proposed in 1870’s by Dulay and Burt, who explained its impact on second language learning. Later, Krashen, S. (1981) improved the hypothesis, dividing the theory into five main hypothesis in second language acquisition (after SLA) : the Acquisition-learning distinction, The Natural order hypothesis, the Monitor hypothesis, the Input hypothesis and the Affective Filter hypothesis.
Krashen points out that affective filter is a psychological barrier that keeps students from perceiving obtainable input correctly. He observes affective factors as a filter that can decrease the amount of information the student is capable to accept. He considers affective factors to regulate the proportion of learners’ input and intake.
The affective factors contain a range of emotions such as self-esteem, motivation, anxiety, inhibition. The negative feeling and attitudes avert successful language learning process. If students are motivated, confident, not anxious, they are able to absorb a large amount of language input. On the contrary anxious, not motivated students with low self-esteem have high filters and can accept a very little input.
Hence, the Affective Filter Hypothesis displays that emotional aspects have a strong outcome on the amount of language input learners can obtain.
The six principal affective factors are the following:
Being one of the most significant factors it directly affects learners’ language perceiving. According to H.Brown (2001, P.34), ““ Motivation is the extent to which you make choices about goals to prusue and the effort you will devote to that pursuit”. Gardner (1985) in his turn, described it as a combination of effort and desire to reach the aim of learning the language plus positive attitude towards the learning process
Research suggests that motivation directly and profoundly influences on the frequency of using foreign language learning (FLL) strategies; how much input they receive in the language being learned; how high their level of competence becomes; and how long they maintain FLL skills after language study is over (Oxford, 1992).
It is another notable factor which alters students’ language performance. Students with a lack of self-confidence are usually tremendously nervous and unassertive, unenthusiastic and unwilling to show their opinion. H.Brown (2001,p.23) defined the factor as “I can do it” or self-esteem principle which represents learner’s believe in his or her own capability to complete the task. “The eventual success that learners attain in a task is at least partially a factor of their belief that they indeed are fully capable of accomplishing the task.”
Self-confidence is regarded as one of the most crucial factors due to two reasons. The first one is the inspiration and encouragement to try new learning. The second reason is that self-confident student rarely gives up. As a consequence this student can succeed more in learning.
Anxiety is the next influential and pervasive affective factor. Arnold (2000, P. 59), points out that language anxiety “ranks high among factors influencing language learning, regardless of whether the setting is informal (learning language „on the streets‟) or formal (in the classroom)”.
Anxious students feel nervous and are afraid of foreign language classes. Moreover they can be incapable to concentrate and cooperate. They are inclined to have eluding behavior (they miss classes, do not do their homework, remain passive, etc.)
According to Krashen(1981, P. 23), “The students who feels at ease in the classroom and likes the teacher may seek out more intake by volunteering... and may not be more accepting of the teacher as a source of input.”
However, Phillip Bailey (1999, P.63-76) proposes the idea that anxiety can be somehow a positive factor as well. According to him, tasks without a particular amount of trial or challenge may weaken the learners’ interest. Hence, a certain extent of unease, worry and suspense can be useful or even compulsory for successful learning process.
Inhibition is also one of the most pivotal factors in foreign language acquisition. According to the Cambridge dictionary it s a felling of embarrassment or worry that prevents a person from doing or saying what he or she wants.
Highly inhibited students tend to be passive and not to participate. As a rule, they feel helpless and less skilled that their classmates.
Inhibition is a state in which students lose face, worry about mistakes they can do and frightened of the attention that their performance, speech especially, attracts.
(Ur, 1996, p. 121).
Kagan, J. (1988) mentions that inhibition refers to a temperamental inclination to show suspicion, scare, reticence with unknown people and situations.
According to Kurtus (2001), inhibition is represented by the fear of looking silly n front of the others.
Attitude is a mental build, a psychological and emotional element that inheres in, or portrays an individual. As per W. Wood, it is an individual's inclined perspective toward a person, thing, or occasion which thus impacts the person's idea and activity.
A good attitude towards anybody or anything that has to do with learning, can have a beneficial outcome when learning a foreign language and vice versa.
Attitude incorporates the manner in which a learner feels about the instructor, group mates, classroom, school, and even learning materials. It may happen that student learning English language detests learning materials on account of the theme, the voice, and even the physical appearance of a tutor
Being an ability of understanding another person’s emotional condition and feelings from their perspective, empathy is not less important factor in SLA.
Empathic person is considered to be capable to interact more easily with speakers of a foreign language.
Empathy interrelates with some other factors of attitude. According to John H. Schumann factors such as ego flexibility and lower inhibition can make a kind of condition in which student will feel accepted, less anxious and will form positive recognition and understanding with speakers of a target language
Empathy factor is considered to be important SLA process as acquiring foreign language implies at the same time acquiring a new character, identity and culture.
The capability to be open for new cultural acquaintance together with a faculty to understand other people and accept new experiences as their own is regarded as imperative in foreign language learning
In order to diminish negative affective filter in language learning teachers should take into consideration several tips of reducing negative affective influence.
First of all teacher should get to know students’ interests, background and characteristic features.
In order to lower inhibition teachers should create the atmosphere of trust, mutual understanding, trustworthy which can help them to open and show their personality towards one another.
To increase empathy and positive attitude teachers should not forget about the fact that they play a role of example for their students. Teacher can inspire learners to respect the feelings of other people in the class by showing compassionate, gentle and understanding attitude towards the students.
Moreover, incorporating personal stories and literature can be used in language learning process in order to teach students observe a situation from different points of view and improve learners faculty to understand and show sympathy for others’ backgrounds, experiences, motives etc.
Offering group tasks is also useful and important step in building collaboration in the class and increase students’ empathy. Collective work on a certain task, victory or failure bring learners together
Anxious students and students with low self-confidence need more time to be ready to open, to express their opinion and perform in the class. Teachers should give enough time and do not overcorrect students’ mistakes. For learners with low self-esteem it is better to correct the errors and give a feedback one-on-one, not against of the whole group
Students’ self-confidence and motivation can be increased through experiencing success in learning process. If a tutor waste the most part of a lesson on new challenging activities, learners might feel despair of making progress and demotivation. Hence, it is better to establish activities on topics that students have already understood.
Conclusion
It is stated that affective factors represent a set of feelings, emotions, mood and attitudes that learners have about themselves or the encompassing environment. These factors include self-esteem, motivation, anxiety, inhibition, attitude and empathy. Each of them can strongly influence foreign language learning process and its outcomes both in positive or negative manner. The research shows that affective factors directly determine the proportion of language intake and input learners are capable to accept. Hence, affective factors can be considered to play a crucial role in SLA learning/teaching process.
However affective filters can be regulated by teachers, who should primarily focus on learners’ background and fully understand affective factors’ importance. Thus, with appropriate teachers’ performance during the classes, directing students and giving them right recommendations, negative impact of affection can be diminished. There were pointed several major tips and recommendations for teachers in order to help to inspire and encourage students and lower affective filters in learning process.
REFERENCES:
Brown, H. (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research press
Gardner, R. (1985). Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold Ltd.
Oxford, R. (1992). Who are our students? A synthesis of foreign and second language research on individual differences with implications for instructional practice. TESL Canada Journal 9, 30-49.
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Bailey, P., Daley, C. and Onwuegbuzie J. A., (1999). Foreign language anxiety and learning style. Foreign languages Annals, vol. 32, no. 1, pp 63–76.
Ur, P. (1996). A course in Language teaching: Practice and theory. UK: Cambridge University Press.
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Kagan, J. (1988). Childhood derivatives in inhibition and lack of inhibition to the unfamiliar. Child Development, 59, 1580-1589.
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Shumann, J., (1975). Affective factors and the problem of age in second language acquisition. Language learning Research Club, University of Michigan, vol. 25, no 2, pp. 209–235.
Caine, R. N. & Caine, G. (1991). Making Connections: Teaching and the human brain. Menlo Park, CA: Addison Wesley.
Ellis, R. (1994). The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Номер журнала Вестник науки №2 (47) том 4
Ссылка для цитирования:
Temirkhanova A.Z. AFFECTIVE FACTORS IN SECOND LANGUAGE ACQUISITION (SLA) AND HOW CAN TEACHERS MITIGATE THEM // Вестник науки №2 (47) том 4. С. 5 - 14. 2022 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/5330 (дата обращения: 20.04.2024 г.)
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