二语习得PersonalityFactors.ppt

v. personality factors the intrinsic side of affectivity: personality factors within a person that contribute in some way to the success of language learning. in recent years, there has been an increasing awareness of the necessity in second language research and teaching to examine human personality in order to find solutions to perplexing problems. careful, systematic study of the role of personality in second language acquisition has already led to a greater understanding of the language learning process and to improved language teaching methods. 148xx personality factors the affective domain (情感领域) affect refers to emotion or feeling. the development of affective states or feelings involves a variety of personality factors, feelings both about ourselves and about others with whom we come into contact. the definition of the affective domain is as follows: 1. the development of affectivity begins with receiving. (reading. listening, people talking) 2. after receiving is responding, committing themselves in some small measure to a phenomenon or a person. 149 personality factors 3. the third level of affectivity involves valuing, placing worth on a thing, a behavior, or a person. (not only accept a value but commit themselves to the value to pursue it, seek it out ) 4. the organization of values into a system of beliefs, determining interrelationships among them, and establishing a hierarchy of values within the system. 5. individuals act consistently in accordance with the values they have internalized and integrate beliefs, ideas, and attitudes into a total philosophy or world view. 150xx personality factors the following is a consideration of specific personality factors in human behavior and how they relate to second language acquisition. self-esteem definition of self-esteem: is a personal judgment of worthiness that is expressed in the attitudes that the individual holds towards himself. three levels of self-esteem: (high regard, high opinion of) a. general or global (stable in a mature adult) b. situational or specific ( in certain life situation) c. task ( particular tasks within specific situation) 151 personality factors conclusion: the results revealed that self- esteem appears to be an important variable in second language acquisition, particularly in view of cross-cultural factors of second language learning. discuss: does high self-esteem cause language success or does language success cause high self- esteem? 152xx personality factors inhibition xx some personsthose with higher self-esteem and ego strengthare more able to withstand threats to their existence and thus their defenses are lower. those with weaker self- esteem maintain walls of inhibition to protect what is self-perceived to be a weak or fragile ego, or a lack of self-confidence in a situation or task. 153 personality factors language ego 语言自我感 in l2 or foreign language learning the relation between peoples feelings of personal identity, individual uniqueness, and value (i.e. their ego) and aspects of their first language a persons self-identity develops as he or she is learning the l1, that some aspects of language, especially pronunciation, may be closely linked to ones ego, and that this may hinder some aspects of second or foreign language learning. 154- personality factors language ego boundaries in the formative stages of development there is a state of flux : boundaries are more flexible , more easily permeated.“ guiora also stresses that the primary measurement of the state of language ego boundary is authentic language pronunciation. this is because it is a major component of the self representational aspect of ego. we shall see that it is the examination of this self representational aspect of ego which is the focus of traditional meditation practice in buddhism . (本我, 自我, 超我) personality factors 有名的心理学家佛洛依德（奥地利人）把人的心理 构造成三个层次： （）ib原始的我，代表各种本能的心理活 动。 （）ego自知的我，即经过生活经验陶铸 的我。 （）super ego超我，经过宗教、艺术和 伦理道德熏习的我。 personality factors language ego permeability is indicated by : “.the ability to move back and forth between languages and the personalities that seem to come with them . this is related to the common observation that one feels like a different person when speaking a second language and often indeed acts differently as well. to have permeable ego boundaries entails having a well defined , secure , integrated ego or sense of self in the first place. “ ( guiora 1979 p.199 ) . personality factors in 1980 guiora performed a study which indicated that subjects ego function fluctuated in relation to dosages of valium or alcohol . this study supported the connection between language ego and language ego boundaries in general . guiora later suggested that the true success in learning a second language very much requires temporary and reversible shifts in self representation , that is fluctuation of language ego function. personality factors the experiments of alcohol, valium show that when language learners get rid of inhibition when they become relax, which facilitates their pronunciation. personality factors neither extreme ego was found to have necessarily beneficial or deleterious effects on success. language learners with thin or thick ego boundaries found different pathways to success. xxp139 personality factors inhibition should be reduced in the classroom and interpersonal ego barriers should be lowered to pave the way for free communication. xx 1. mistakes are necessary part of learning process. children leaning their l1 and adults learn a second can really only make progress by learning from making mistakes. i we never ventured to speak a sentence until we were absolutely certain of its total correctness, we would likely never communicate productively at all. 154 personality factors 2. mistakes can be viewed as threats to ones ego. they pose both internal and external threats. xx 3. alienation alienation between critical me and the performing me, between my native culture and my target culture, between me and my teacher, and between me and my fellow students. xx personality factors risk-taking a personality factor which concerns the degree to which a person is willing to undertake actions that involve a significant degree of risk. risk- taking is said to be an important characteristic of successful second language learning, since learners have to be willing to try out hunches about the new language and take the risk of being wrong. personality factors risk-taking one of the prominent characteristics of good language learners is the ability to make intelligent guesses learners have to be able to “gamble” a bit, to be willing to try out hunches about the language and take the risk of being wrong. 155 personality factors the successful l2 learners are moderate risk- takers. they make willing and accurate guesses. too bold risk-takers cannot make achievements in language learning. the relationship between self-esteem and risk- taking factor; fossilization of certain patterns of error is due to a lack of willingness to take risks. 156xx personality factors what should the teachers do to risk-taking? a. teachers should tame the students who dominate the classroom with wild gambles. b. but most of the time our problem as teachers will be to encourage students to guess somewhat more willingly than the usual students is prone to do, and to value them as persons for those risks that they take. 157 personality factors anxiety anxiety plays an important affective role in l2 acquisition. anxiety is associated with feelings of uneasiness, frustration, self-doubt, apprehension, or worry. at the deepest, or global, level, trait anxiety is a more permanent predisposition to be anxious. some people are predictably and generally anxious about many things. (global anxiety) trait anxiety has not proved to be useful in predicting second language achievement. 158 personality factors at a more momentary, or situational level, state anxiety is experienced in relation to some particular event or act. there are three components of foreign language anxiety (state anxiety). (1) communication apprehension, arising from learners inability to adequately express mature thoughts and ideas; (2) fear of negative social evaluation, arising from a learners need to make a positive social impression on others (3) test anxiety, or apprehension over academic evaluation. 159 personality factors anxieties can be divided into two types, debilitative and facilitative ones: debilitative anxiety is a negative factor, while the facilitative anxiety is a positive factor, a symptom of just enough tension to get the job done, a key to success. facilitative anxiety closely related to competitiveness. xxp142 conclusion: both too much and too little anxiety may hinder the process of successful second language learning. 160 personality factors empathy (产生同理心) (善解人意) variables relevant to second language acquisition: imitation, modeling, identification, empathy, extroversion, aggression, style of communication. definition empathy is the quality of being able to image and share the thoughts, feeling and point of view of other people. first, awareness and knowledge of ones own feelings; second identification with another person. in other words, you cannot fully empathize-or know someone elseuntil you adequately know yourself. 161 personality factors empathy is not synonymous with sympathy. empathy implies more possibility of detachment: sympathy connotes an agreement or harmony between individuals. empathy is a process of comprehending in which a temporary fusion of self-object boundaries permits an immediate emotional apprehension of the affective experience of another. personality factors the importance of empathy communication requires a sophisticated degree of empathy. in order to communicate effectively you need to be able to understand the other persons affective and cognitive states. communication breaks down when false presuppositions or assumptions are made about the other persons state. we need to transcend our own ego boundaries, or using guioras term, to permeate our ego boundaries so that we can send and receive messages clearly. (e.g. boomerarranger, wedding present) 162 personality factors discuss: your understanding of empathy in second language learning personality factors it is found that field independence to be positively correlated with language success, while field dependence has been shown to correlate highly with empathy. the empathy tests fail to differentiate among the vast “normal” population. the most interesting implication of the study of empathy is the need to define empathy cross-culturallyto understand how different cultures express empathy. (examples: lisa p67) whether an adult can learn empathy is not sure. 163 personality factors 移情（empathy） 人是社会动物，维系社会纽带的主要机制是语言。有些高度复 杂的语言教学方法，因为忽视了语言的社会性而没能完成交际 能力的教学。我们在重新认识语言的社会性时，因没有认识到 语言与社会间的复杂关系，或者是在语言教学中把社会性的问 题简单地当作“文化适应”而把语言的社会性过于简单化了。事 实上，文化适应不是一个简单的过程，而社会交往也需要相当 的努力。 交往是超越自我接触他人的过程，语言可以帮助我们学会交往 技巧。所以，外语学习也要承担许多交往变量：模仿、辨认、 移情、外向交际风格等等。 personality factors 用通俗的话说，移情就是设身处地，将心比心，了解别人的思想和感 情。移情是个体在社会里和谐共处的主要因素，语言是移情的主要手 段之一，但是，非语言交际也有助于移情过程而不容忽视。 用更为复杂的术语讲，移情常常被描述为把一个人自己的性格投射到 别人的性格上去，以便更好地了解他。移情与同情（sympathy）不同 义，移情暗示更大的分离机会，而同情则暗示个体间的一致或和谐。 guiora （1972：142）把移情定义为“一个理解的过程，其中自我物体 界限的暂时融合使我们可以即时领悟别人的情感经历”。心理学家们也 基本上同意 guiora的这一定义，并补充了移情发展和作用所必须的两 个条件：一是意识到或了解自己的感受；二是将自己与别人等同起来 。换言之，一个人不充分了解自己就不能完成移情，或者说了解别人 。 personality factors 人类交际需要相当程度的移情。要有效地与人交谈 ，必须能够了解对方的情感和认知状态，当我们对 此作出错误的假设或判断时，交际就会中断。在任 何交际行为中，我们都要从语言相当机械的句法平 面深入到其最抽象的意义平面去猜想对方的某些知 识结构和情感状态。为了作出正确的假设，我们必 须超越自我障碍，以便清楚地发出和接受信息。 personality factors 至少从认知上讲，口语交际较为容易进行移情，因 为说话者可以立即获得听话者的反馈。听话者可以 对一个错误理解的词、短语或观点提出疑问，说话 者接着重新表达，直到对方准确地理解信息。书面 交际需要一种特别的移情一种“认知”移情，作者 因为不能利用读者的立即反馈，必须凭借非常清楚 的移情直觉和对读者的心理状况和知识结构的判断 来交流自己的思想。 personality factors 因此，在外语学习中移情问题显得十分突出。外语 学习者不仅需要了解听话者的认知和情感状态，同 时还要用自己不太熟练的语言去达到移情的目的。 在表达思想时，由于语言上的障碍，学习者做出错 误的判断是常事，误解也时常发生。在这种情况下 ，学生特别需要来自教师的移情，而教师有时却忘 记了自己学外语的经历，对学生的错误过于苛求， 使课堂学习出现感情危机，加剧了抑制心理的作用 ，致使教学效果受到影响。 personality factors guiora和他的同事曾开展过一项实验，研究移情与外语学习之间的关系。他们 采用一种叫做微观瞬时表情的测验手段（micro momentary expression device， 简称 mme）。这种测验用于监视受试者对人际间的情感状态作出反应和判断 的能力。guiora在一次实验中发现，学习者的发音准确性与测量出来的移情有 显著意义的相关。在这以后，一系列采用微观瞬时表情测验的移情实验开展起 来了，但是实验结果不一致，一些实验并未发现测出的移情与发音的好坏有任 何联系。直到 1972年，guiora和他的同事们发展了微观瞬时表情测验，称这一 改良式能够成功地预测出外语学习者的发音准确性。但brown（1994： 144） 和 schumann（1980）指出，如果这一观点成立的话，那么外语发音不准的人 难道是缺少移情吗？这个推理无人证实。事实上，儿童的确容易学好外语发音 ，成年人的确很难克服本族语发音的影响。尽管移情实验未得出最后的定论， guiora的假设也尚无足够的实验加以论证，但不管怎么说，这个假设有心理现 实性，言之成理，因而也受到外语教学研究者们的高度重视。 personality factors extroversion or introversion, empathy? xx different cultures have different views about extroversion and introversion (the usa) introvert, (japan) respect and politeness. 165 conclusion self-esteem: this refers to the degree to which individuals feel confident and believe themselves to be significant people. self-esteem is manifested at different levels (global, situational, and task). heyde found that self- esteem correlated positively with oral production; gardner and lambert failed to find a significant relationship. inhibition: the extent to which individuals build defenses to protect their egos. people vary in how adaptive their language egos are. i.e. how able they are to deal with the identity conflict involved in l2 learning. subjects given alcohol showed better pronunciation. 169 personality factors personality factors risk-taking: risk-takers show less hesitancy, are more willing to use complex language, and are more tolerant of errors. they are less likely to rehearse before speaking. risk-taking positively related to voluntary classroom participation. tolerance of ambiguity: it entails an ability to deal with ambiguous new stimuli without frustration and without appeals to authority. it allows for indeterminate rather than rigid categorization. tolerance of ambiguity was significantly related to listening comprehension scores but not to imitation test scores. personality factors empathy: this concerns the ability to put oneself in the position of another person in order to understand him/her better. empathy is seen as requiring a good understanding of oneself. naiman et al. found no relationship with proficiency; guiora et al. report a positive correlation with proficiency. 168 personality factors extroversion: extroverts are sociable, risk- taking, lively, and active. busch found a negative relationship with l2 proficiency; strong found that extrovert children learnt faster. introversion: introverts are quiet and prefer non- social activities. introverted learners typically enjoy more academic success, because they spend more time reading and writing. 166 personality factors the myers-briggs type indicator (mbti) instrument and the dozens of expert resources that have been designed to enhance its effectiveness offer a practical yet powerful set of tools for lifelong growth and development. after more than 50 years, the mbti instrument continues to be the most trusted and widely used assessment in the world for understanding individual differences and uncovering new ways to work and interact with others. more than 2 million assessments are administered to individuals including employees of many fortune 500 companiesannually in the united states alone. personality factors the mbti family of tools reaches across the globe in 21 languages to help improve individual and team performance, nurture and retain top talent, develop leadership at every level of an organization, reduce workplace conflict, and explore the world of work. personality factors myers-briggs character types in 1950s and 1960s isabel myers and katheryn briggs made the form of the widespread use, known as the famous “myers -briggs test” which tested four dichotomous styles of functioning, naming individual variation. (1) introversion versus extroversion, (2) sensing versus intuition (3) thinking versus feeling (4) judging versus perceiving. 170 personality factors 什么是mbti？ mbti (myers-briggs type indicator)， 是一份性格自测问卷。它由美国的心理学家 katherine cook briggs (1875-1968) 和她的心理学家女 儿isabel briggs myers根据瑞士著名的心理分析学家 carl g. jung (荣格)的心理类型理论和她们对于人类 性格差异的长期观察和研究而著成。经过了长达50 多年的研究和发展，mbti已经成为了当今全球最为 著名和权威的性格测试。它的应用领域包括： 170+ personality factors 自我了解和发展 职业发展和规划 组织发展 团队建设 管理和领导能力培训 解决问题能力 情感问题咨询 教育和学校科目的发展 多样性和多元文化性培训 学术咨询 personality factors mbti通过四项二元轴来测量人在性格和行为方面的喜好和差异。这四 项轴分别为： 人的注意力集中所在和精力的来源：外向和内向 (extraversion vs introve rsion) 人获取信息的方式：感知和直觉 (sensing vs. intuition) 人作决策的方式：思考和感觉 (thinking vs. feeling) 人对待外界和处世的方式：计划性和情绪型 (judging vs. perceiving) 这四个轴的二元通过排列组合形成了16种性格类型（下一页有这些类 型主要特征的简单介绍），并可以参考一下哪些职业可能比较适合你 的性格。当然所列举的只是一些较为常见的，并由研究表明此种性格 类型较为容易成功的职业，仅供参考。 personality factors 性格类型没有好坏，只有不同。每一种性格特征都 有其价值和优点，也有缺点和需要注意的地方。清 楚地了解自己的性格优劣势，有利于更好地发挥自 己的特长，而尽可能的在为人处事中避免自己性格 中的劣势，更好地和他人相处，更好地作重要的决 策。清楚地了解他人（家人、同事等）的性格特征 ，有利于减少冲突，使家庭和睦，使团队合作更有 效。 personality factors mbti各种性格类型的主要特征： 感观型 istj introversion, sensing, thinking, judging 安静、严肃，通过全面性和可靠性获得成功。实际，有责任感 。决定有逻辑性，并一步步地朝着目标前进，不易分心。喜欢 将工作、家庭和生活都安排得井井有条。重视传统和忠诚。 isfj feeling 安静、友好、有责任感和良知。坚定地致力于完成他们的义务 。全面、勤勉、精确，忠诚、体贴，留心和记得他们重视的人 的小细节，关心他们的感受。努力把工作和家庭环境营造得有 序而温馨。 personality factors infj introversion, intuition, feeling, judging 寻求思想、关系、物质等之间的意义和联系。希望了解什么能够激励人，对人 有很强的洞察力。有责任心，坚持自己的价值观。对于怎样更好的服务大众有 清晰的远景。在对于目标的实现过程中有计划而且果断坚定。 intj introversion, intuition, thinking, judging 在实现自己的想法和达成自己的目标时有创新的想法和非凡的动力。能很快洞 察到外界事物间的规律并形成长期的远景计划。一旦决定做一件事就会开始规 划并直到完成为止。多疑、独立，对于自己和他人能力和表现的要求都非常高 。 istp introversion, sensing, thinking, perceiving 灵活、忍耐力强，是个安静的观