AFFECTIVE AND EFFECTIVE AFFECTIVE AND EFFECTIVE LEARNINGLEARNING

Universität BremenUniversität BremenMarch 2009March 2009

Jane ArnoldJane ArnoldEnglish Language DepartmentEnglish Language Department

University of SevilleUniversity of Seville

Affect refers to a wide range of Affect refers to a wide range of phenomena that have to do with phenomena that have to do with emotions, moods, dispositions emotions, moods, dispositions and preferences.and preferences.

(Oatley and Jenkins)(Oatley and Jenkins)

The attitudinal climate of the classroom is a major The attitudinal climate of the classroom is a major factor in promoting or inhibiting learning.factor in promoting or inhibiting learning.

In classes where the affective, attitudinal aspects In classes where the affective, attitudinal aspects are taken into consideration, students:are taken into consideration, students:

miss fewer days of classmiss fewer days of class

have a higher self-concepthave a higher self-concept

achieve more academicallyachieve more academically

cause fewer discipline problemscause fewer discipline problems

use more higher order thinkinguse more higher order thinking

(Aspy and Roebuck)(Aspy and Roebuck)

The mind without affect isn’t The mind without affect isn’t really mind at all.really mind at all.

(Joseph (Joseph LeDoux)LeDoux)

The dinosaurs of the future will be The dinosaurs of the future will be those who try to live and work only those who try to live and work only from the head. from the head.

Dr. Dr. Robert K. CooperRobert K. Cooper

The truth of the matter is that about The truth of the matter is that about 99% of teaching is making students 99% of teaching is making students feel interested in the material.feel interested in the material. (Noam Chomsky)(Noam Chomsky)

Success in learning depends less on materials and tecniques and more onwhat goes on inside and between the

people in the classroom. (Earl Stevick)

Success in learning depends less on

things –and more on people – and the affective side of learning

Affect in language learning

Individual factors Relational factors

motivation

anxiety

learning styles

self-concept, self-esteem

crosscultural

classroom

cognitive

affective physical

Characteristics of a good Characteristics of a good activityactivity

It is an example of real communicationIt is an example of real communication

It has personal meaning for studentsIt has personal meaning for students

It takes into consideration mind, emotions It takes into consideration mind, emotions and the bodyand the body

It offers choiceIt offers choice

It improves the classroom dynamicsIt improves the classroom dynamics

Technique is what the teacher Technique is what the teacher uses….uses….

until the real teacher is until the real teacher is there. there.

(Parker Palmer)(Parker Palmer)

**********

““To know” and “to do” is part of being a To know” and “to do” is part of being a good teacher….good teacher….

but above all “to be”.but above all “to be”.

LecturerLecturerTeacherTeacherFacilitatorFacilitator

knowledge of the language, of methods knowledge of the language, of methods … …..and of ways to create a and of ways to create a

psychological atmosphere conducive psychological atmosphere conducive to high quality learningto high quality learning

It includes the consideration of what It includes the consideration of what happens happens insideinside and and betweenbetween the the people in the classroom.people in the classroom.

(Adrian Underhill)(Adrian Underhill)

Process of reflectionProcess of reflection

Think of a situation where things didn’t go Think of a situation where things didn’t go very well.very well.Remember all the details about what Remember all the details about what happened and how you felt.happened and how you felt.Investigate reasons for behaviorsInvestigate reasons for behaviorsGenerate multiple explanations for what Generate multiple explanations for what happened.happened.Decide what changes could be made so in Decide what changes could be made so in future situations things could go better.future situations things could go better.

Active ListeningActive Listening

To do:To do:

Empathize, don’t judgeEmpathize, don’t judge

Listen with attention to what the speaker is Listen with attention to what the speaker is saying, to both the verbal and non-verbal saying, to both the verbal and non-verbal language.language.

Show interest and understandingShow interest and understanding

Stay with the speaker – don’t interruptStay with the speaker – don’t interrupt

InsideInside

Motivation action success Motivation action success (desire+energy)(desire+energy)

Effect of motivation of Effect of motivation of learninglearning

MOTIVATIONMOTIVATIONShort termShort term

Use humour and be friendlyUse humour and be friendlyVary the activities and the rhythm of the classVary the activities and the rhythm of the classInclude challenges so students have to thinkInclude challenges so students have to thinkShow interest in students’ lives, opinions…Show interest in students’ lives, opinions…Be clear about the goals of the lessonBe clear about the goals of the lesson

Long termLong termTeach for successTeach for successShow interest in what you teachShow interest in what you teachIncorporate choice. Incorporate choice. Discuss advantages of knowing the languageDiscuss advantages of knowing the languageBe clear about the goals of the course and Be clear about the goals of the course and celebrate when they are reachedcelebrate when they are reached

Anxiety inhibits learningAnxiety inhibits learning

Input stageInput stage: With listening or : With listening or reading, the language doesn’t reading, the language doesn’t “get in”.“get in”.

Processing stageProcessing stage:: limitslimits the the cognitive work involved in cognitive work involved in learning and thinking in the L2.learning and thinking in the L2.

Output stageOutput stage: With speaking : With speaking or writing the language doesn’t or writing the language doesn’t “get out”. “get out”.

(Tobías)(Tobías)

Students who think they can’t Students who think they can’t learn are right, they can’tlearn are right, they can’t

…… …… unless they change that unless they change that belief.belief.

Self-conceptSelf-concept

Is not inheritedIs not inherited

Is formed through early experiences with Is formed through early experiences with our environmentour environment

Can be changedCan be changed

Is not easy to changeIs not easy to change

Can be developed indirectlyCan be developed indirectly

Is without doubt influenced by teachersIs without doubt influenced by teachers

FIVE COMPONENTS OF FIVE COMPONENTS OF SELF-ESTEEMSELF-ESTEEM

Security (I know I am safe)Security (I know I am safe)

Identity (I know who I am)Identity (I know who I am)

Belonging (I know others accept me)Belonging (I know others accept me)

Purpose (I know what I want to Purpose (I know what I want to achieve)achieve)

Competence (I know I am capable)Competence (I know I am capable) (model of Robert Reasoner)(model of Robert Reasoner)

“I’m ok”

Between Between

Learning is first intermental – between Learning is first intermental – between minds that interact – and only later does minds that interact – and only later does it become intramental.it become intramental. (Vygotsky) (Vygotsky)

Group dynamics: study of the life Group dynamics: study of the life and functioning of groupsand functioning of groups

FormingForming

ConsolidatingConsolidating

PerformingPerforming

Problem-solvingProblem-solving

EndingEnding

Group dynamics and effective teachingGroup dynamics and effective teaching Alert, yet relaxed students learn better.Alert, yet relaxed students learn better.Interaction is more effective if learners get to Interaction is more effective if learners get to know each other.know each other.What goes on in the classroom affects the What goes on in the classroom affects the learner’s self-image.learner’s self-image.Tolerance, flexibility and cooperation can be Tolerance, flexibility and cooperation can be developed in the group and are useful for developed in the group and are useful for learninglearningGroup dynamics will influence how we feel when Group dynamics will influence how we feel when we walk into the classroom and that influences we walk into the classroom and that influences what we learnwhat we learn

Adding affect for more effective Adding affect for more effective teaching and learningteaching and learning

As language teachers, we already have many As language teachers, we already have many areas of competence to attend to. Yet adding areas of competence to attend to. Yet adding one more, rather than increasing teachers’ one more, rather than increasing teachers’ burdens might make attending to the other areas burdens might make attending to the other areas an easier task. At the same time, it might lead to an easier task. At the same time, it might lead to a more holistic development of our students.a more holistic development of our students.

Arnold and Brown. A map of the terrain. Arnold and Brown. A map of the terrain. In In Affect in Language LearningAffect in Language Learning. Cambridge . Cambridge

University Press.University Press.