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PERSONALITY FACTORS - Coggle Diagram

- - - - Placing whort on a thing, a behavior or person
    - - of values into a system of beliefs, determining interrelations among them
    - - commiting themselves in at least some small measure to a phenomenon or person
    - - internalize and integrate beliefs, ideas and attitudes into a total phylosophy
    - - Persons must be aware of the environment surrounding them
        
        be willing to receive- to tolerate a stimulus , not avoid it
    - - responding
      - valuing
      - recieving
- - - - Specific self-esteem
        
        ones´self-appraisals in particular life situations
        
        interaction, work, education, home
        
        defined traits: intelligence, communicative ability, athletic ability, emphaty and flexibility
      - Task self-esteem
        
        particular tasks within specific situations
        
        e.g. educational domain/subject-matter area
        
        e.g. athletic context/skill in a sport
      - Global self-esteem
        
        relatively stable in adults
        
        Change only by active and extended therapy
    - - Watkins, Biggs, Regmi (1991)
        
        Brodkey and Shore (1976)
        
        Gardner and Lambert (1972)
  - - - theory in terms of four explanations for success and/or failure in achieving a personal objective: ability, effort, perceived difficulty of a task, and luck.(Slavin, 2003; Dornyei, 2001b; Williams & Burden, 1997)
        
        internal factors to the learner: ability and effort
        
        external circumstances outside of the learner: task difficulty and luck.
        
        Self-efficacy
        
        an appropriate degree of effort may be devoted to achieving success.
        
        in simple terms, is that it is essential for learners to believe in themselves in order to succeed at a set of tasks.
  - - - WTC is a factor not just in second language acquisition, but one that may have its roots in a learner's first language communication patterns
        
        Macintyre et al. (1998) found that a number of factors appear to contribute to predisposing one learner to seek, and another learner to avoid, second language corrununication
        
        Macintyre et al. proposed a number of cognitive and affective factors: motivation, personality, intergroup climate, and two levels of self-confidence.
  - - - in classroom, bad grade in the course, a fail on the exam, a reproach from the teacher, a smirk from a classmate, punishment, etc
      - out classroom students fear looking ridiculous; fear the frustration coming from a listener's blank look, showing that they have failed to conununicate
      - Dufeu´s antidote (1994, pp. 89-90), is to establish an adequate affective framework so that learners "feel comfortable as they take their first public steps in the strange world of a foreign language.
        
        To achieve this, one has to create a climate of acceptance that will stimulate selt~ confidence, and encourage participants to experiment and to discover the target language, allowing themselves to take risks without feeling embarrassed."
        
        Self-esteem seems to be closely connected to a risk-taking factor