Affective Factors

Which term matches the following definition, "the emotional side of human behavior"?

• the affective domain

• emotional development

• self-identity

Which of the following terms matches the given definition, "belief in your own capabilities to successfully perform an activity"?

• self-awareness

• self-esteem

• self-efficacy

Which type of self-esteem matches the following definition?

"Relatively stable in a mature adult, quite resistant to change. The general or prevailing assessment one makes of one's own worth over time and across a number of situations."

• Task self-esteem

• Global self-esteem

• Situational self-esteem

Which of the following terms matches the following definition? " a more permanent predisposition to be anxious"

• language anxiety

• trait anxiety

• state anxiety

Which of the following words matches the following description? "The extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and sense of wholeness from other people..."

• extroversion

• introversion

• transaction

Which of the following terms matches with this given definition? " expending effort ' for which there is no apparent reward except the activity itself...'"

• self-actualization

• extrinsic motivation

• intrinsic motivation

Which of the following terms refers to acquiring a language as a means for attaining practical goals such as furthering a career, reading technical material , or translation?

• extrinsic motivation

• integrative orientation

• instrumental orientation

Consider the last step in Bloom's hierarchy, self-identity. To what extent has learning an L2 involved developing a "new" self-identity in your particular case? How can you as a teacher, use your own personal experience with this, to help students recognize such a possible process and to make it as positive and fulfilling as possible?

Have you ever felt deprived, in the words of Arnold (2007), of your "normal, familiar vehicle of expression" in attempting to communicate in an L2? Without the discourse competence of your native language, have you felt less than capable in the L2? How did you cope with those feelings? How can a teacher help students feel less vulnerable?

Have you ever attributed lack of success to external factors? If so, what factors? Can such attribution be avoided? How can teachers help students to build self-efficacy, even in small steps?