Affective factors are regarded as inhibitions and a block to learning. Learners are often innovative in language forms but still have a great many inhibitions. They are extremely sensitive particularly to peers and are much more fragile than adults.
I'll try again to finish my post.
affective factors are the most important blocks to learning IMHO. Student's belief in their capacity to learn has the greatest effect on their learning, (Hattie, Dweck) so I aim to reduce as many factors as I can, that could influence this belief negatively. that being said, I am acutely aware tht many of my students havebeen developing negative beliefs for years before I see them at secondary school.
The key point is to reduce stress and pressure on students and teachers to perform and ocus on enjoyment, in particular, enjoyment in a job well done.
At a macro level, I structure curriculum carefully so that students believe thaat they are doing meaningful tasks, where assessment is a natural outcome of doing a good job of the task. Assessment is structured so that teachers can recognise success at various levels and so students perceive that effort equates to success.
At the individual level, I encourage treatment of negative attitudes as just another roadblock to learning similar to reading difficulty. This helps to reduce the angst and pressure that students and teachers percieve. I am hones with students about what I believe their roadblock is and encourage dialogue especially around strategies to work araound the roadblock.
However the block do exist pre and post learning, which make the total process ineffective or redundant....Learning blocks are predominantly distractions during the process of learning, ...The PRE LEARN Blocks are Time, Place & ambiance, Facility, facilitator etc., POST LEARN blocks are rewards, acceptance, usage, obsolesce etc.,
Dear Umachandran,
beyond your informative and valued remarks, there are other sorts of obstacles preventing learners to learn efficiently and effectively in Language teaching, as such anxiety or inhibition (as a defense system developed in persons with low self-esteem) etc. How do you react when your students encounter these barriers?
Dear Bahram, I am a teacher of science to 14 to 17 year old children. I agree that learning blocks are important. in fact, i would say they wer
Attitudes about the subject, the learning situation and target culture can either promote or inhibit attainment of proficiency.
@ Bahram
The cross-sectional nature of the students Affective factors are influenced by age, experience and environment. Studying the same students over a period of several years would contribute greatly to our understanding of affect and its influence on learning. Time constraints may be to blame for this as well as the difficulty of keeping track of students over several years. Many students transfer to other programs and departments or even to other school s and may not be willing to be a part of long term research.
http://www.wvuscholar.wvu.edu:8881/exlibris/dtl/d3_1/apache_media/L2V4bGlicmlzL2R0bC9kM18xL2FwYWNoZV9tZWRpYS82NTMz.pdf
I'll try again to finish my post! Ive tried twice now and it still won't work.
I'll try again to finish my post.
affective factors are the most important blocks to learning IMHO. Student's belief in their capacity to learn has the greatest effect on their learning, (Hattie, Dweck) so I aim to reduce as many factors as I can, that could influence this belief negatively. that being said, I am acutely aware tht many of my students havebeen developing negative beliefs for years before I see them at secondary school.
The key point is to reduce stress and pressure on students and teachers to perform and ocus on enjoyment, in particular, enjoyment in a job well done.
At a macro level, I structure curriculum carefully so that students believe thaat they are doing meaningful tasks, where assessment is a natural outcome of doing a good job of the task. Assessment is structured so that teachers can recognise success at various levels and so students perceive that effort equates to success.
At the individual level, I encourage treatment of negative attitudes as just another roadblock to learning similar to reading difficulty. This helps to reduce the angst and pressure that students and teachers percieve. I am hones with students about what I believe their roadblock is and encourage dialogue especially around strategies to work araound the roadblock.
Dear @Bahram, such barriers exist in any type of learnings. Speaking about language teaching which is not my field of expertise (my younger daughter is an English teacher), I am free to recommend a good reading which suggest The Affective Filter as an approach. Paper is attached! Hope it is helpful!
http://www.finchpark.com/courses/grad-dissert/articles/affect/Affective-filter-ELT.pdf
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