Affective Factors in SLALynn W Zimmerman, PhD

Language EgoEveryone has a language ego,

because a person’s language forms an important part of their identity (Guiora et al., 1972).

How someone talks defines who he or she is.

At a subconscious level, learning a new language might threaten the language ego.

Attitudes and AccentsOlder learners who acquire a 2nd

language and speak with little or no foreign accent are often people who admire and identify with the people who live in a country where the language is spoken.

CPH and PronunciationCPH - applies primarily to

pronunciation.Adults can acquire a 2nd language

and develop a native-like accent. Other adults make persistent

errors in vocabulary and syntax when they speak a 2nd language.

Individual differences come into play.

Personality and Learning Style

Learning style - the preferences an individual has of obtaining, processing, and retaining information.

Personality factors◦Extroversion/Introversion◦Risk taking ◦Field Independence

Extroversion/IntroversionEach can be beneficial for language

learning.Introvert

◦more studious and strives toward academic success

◦may be better at learning than extroverts Extrovert

◦more gregarious and talkative ◦may acquire language better because they are

more open to social encountersBenefit from different types of activities

and tasks

Risk TakingConnected to one’s willingness to fail and

one’s tolerance of ambiguity Good language learners tend to be willing to

take risks.Correlation between risk taking and class

participation (not necessarily with long-term success) (Ely, 1986)

More willing to take a risk when threatened with a loss, than merely for gain (Kahneman, Slovic, & Tversky, 1982)

People may interpret gain and loss differently.

Field Independence/Dependence

Field independent◦highly analytical, focused, self-reliant◦can ignore confusing information ◦may be better at analytical language

tasksField dependent

◦pays great attention to context ◦what’s around them may get in the way ◦may be better in social interactions

Mixed results in SLA research

Fluid AbilityAbilities are independent of any content areaFluid ability is significant for language

aptitude (Chapelle & Green, 1992)Language analytic ability

◦Developed through linguistic experience in L1, other languages, or linguistics

◦Comes into play when learning related languagesGeneral analytic ability

◦Not related to experience; correlates with fluid ability

◦Comes into play when learning unrelated languages

Learning StrategiesGood language learners tend to

use strategies which help them learn and use language proficiently◦Identifying what needs to be learned◦Grouping/categorizing for easier

learning◦Having frequent contact with the

material◦Using rote memorization where

necessary

Some questionsCan you teach these strategies? Will the same strategies work for

every learner? How do you determine what

works and what doesn’t?

ReferencesFreeman, D. & Freeman, Y.

(2014). Essential linguistics. Portsmouth, NH: Heinemann.

Gass, S. & Selinker, L. (2008). Second language acquisition. NY: Routledge.