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Activity 1: Matching
The development of affective states involves a variety of personality factors and feelings both about
ourselves and about others with whom we come into contact.
Below are snippets of an extended definition of the affective domain provided by Krathwohl, Bloom and
Masia, (1964) in Brown (2007, p 153).
Language is a part of virtually every aspect of our behaviour.
Individually, match the terms with the appropriate definition. You have approximately 5 minutes.
Activity 3: Reflection
1. Individually, reflect on how affective factors played a role in your learning of a subsequent
language. Did it help or hinder? In what way? Enter the factors in the left column and your
comments on the right. You have approximately 5 minutes.
Monday November 1st 2010 Andrea C. & Isabell C.
2. In pairs (or 3’s), share your experiences. Do you have any in common? What does your collective
experience lead you to conclude about affective factors and the role they play in your SLA
experience? Agree on a generalized conclusion about the relevance of each factor for successful
second language acquisition but be sure to consider how your generalization needs to be
qualified with some sort of “it depends” statement. Example, one might be tempted to conclude
that low anxiety is necessary for successful learning, but depending on certain contextual and
personal factors, facilitative anxiety may be helpful. Then explain why this would be the case.
Class Discussion-Generated Conclusion: We have learned that affective factors have a significant
influence on L2 learning. Do you think any of these factors are more significant than others? Why?