Personality Factors

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Personality Factors

• Hadi Salehi Negar safi

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The neurobiology of affect

• Affective factors
• amygdala
• sustained deep learning (SDL)

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PERSONALITY TYPES AND LANGUAGE ACQUISITION

• 1.introversion vs. extroversion
• 2.sensing vs. intuition
• 3. Thinking vs. feeling
• 4.judging vs. perceiving

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Introversion ( I )

• They learn in individual
• They have ability to concentrate
• They conserve their energies
• They are interested in internal reaction
• They need to process ideas before speaking that
  lead to avoidance of linguistic risks in
  conversation

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Extroversion (E)

• They are interested in external events
• They expend their energies
• They value group interaction with other students
• They derive meaning from connections with the
  external environment
• They depend on outside stimulation and
  interaction

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Sensing (S)

• They have tendency to perceive by relying on
  observable facts or happenings through the
  senses.
• They work hard in a systematic way.
• They put attention on details.
• They are hindered by lack of clear sequences,
  goals, and structures in language.

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Intuition (N)

• They value inspiration.
• They have the ability to guess from the context.
• They structure their own training and
  conceptualization.
• They can be hindered for inaccuracy and missing
  important details.

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Thinking (T)

• They learn from impersonal circumstances and
  logical sequences.
• They have the ability to analyze.
• They use metacognitive strategies and reject
  social strategies.
• They can suffer from performance anxiety because
  their self esteem is attached to achievement.

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Feeling (F)

• They emphasize the effect the decision will have
  on people and interpersonal relationships.
• They use social strategies and reject
  metacognitive strategies.
• They have the advantage of the strong desire to
  bond with the teacher.
• They can become discouraged if not appreciated.

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Judging (J)

• They Have advantage of the systematically working
  through a task.
• They prefer a structured, scheduled, planned and
  controlled environment.
• They Tend to be organized, deliberate and capable
  of making decisions with a minimum of stress.
• They suffer from rigidity and intolerance of
  ambiguity.

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Perceiving (P)

• They are open, flexible, and adaptable to change
  and new experiences.
• They use affective strategies.
• They work in burst of energy, and enjoy rushing
  just before deadlines.
• They suffer from laziness

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16 Personality Types
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Population Distribution

• http//www.mypersonality.info/personality-types/po
  pulation-gender/

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MEASURING AFFECTIVE FACTORS

• Myers-Briggs
• Foreign Language Classroom Anxiety Scale (FLCAS)
• Attitude/Motivation Test Battery (AMTB)
• Shortcomings
• 1. Validity
• 2. Self-flattery syndrome
• 3. Culturally ethnocentric

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INTRINSIC MOTIVATION IN THE CLASSROOM

• First, think about the interplay in the classroom
  between intrinsic and extrinsic motives (add
  interesting learner centered group/pair
  activities_ give student choices in topics and
  approaches).
• Second, consider how your own design of classroom
  techniques can have an added dimension of
  intrinsic motivation.
• Third, consider the "10 commandments" for
  motivating learners.

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• 1. Does the activity appeal to the genuine
  interests of your students? Is it relevant to
  their lives?
• 2. Do you present the activity in a positive,
  enthusiastic manner?
• 3. Are students clearly aware of the purpose of
  the activity?
• 4. Do students have some choice in (a) choosing
  some aspect of the activity and/or (b)
  determining how they go about fulfilling the
  goals of the activity?
• 5. Does the activity encourage students to
  discover for themselves certain principles or
  rules (rather than simply being "told")?
• 6. Does it encourage students in some way to
  develop or use effective strategies of learning
  and communication?
• 7. Does it contributeat least to some extentto
  students' ultimate autonomy and independence
  (from you)?
• 8. Does it foster cooperative negotiation with
  other students in the class? Is it a truly
  interactive activity?
• 9- Does the activity present a "reasonable
  challenge"?
• 10. Do students receive sufficient feedback on
  their performance (from each other or from you)?

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10 commandments

• 1. Set a personal example with your own behavior.
• 2. Create a pleasant, relaxed atmosphere in the
  classroom.
• 3. Present the tasks properly.
• 4. Develop a good relationship with the learners.
• 5. Increase the learners' linguistic
  self-confidence.
• 6. Make the language classes interesting.
• 7. Promote learner autonomy.
• 8. Personalize the learning process.
• 9- Increase the learners' goal orientedness.
• 10. Familiarize learners with the target language
  culture.