THE ROLE OF THE AFFECTIVE FILTER ON THE LEVEL OF ORTHOGRAPHY

1986 ◽  
pp. 395-412 ◽  
Keyword(s):  
Affective Filter

scholarly journals Pre-Service Teachers' Perceptions on the Role of English Teachers

2020 ◽  
Vol 12 (2) ◽  
pp. 58-75
Author(s):  
Angélica María Carvajal ◽  
Yolanda Duarte Medina
Keyword(s):  
Teaching Practice ◽  
Private University ◽  
English Teachers ◽  
Small Scale ◽  
Language Program ◽  
Written Narratives ◽  
Teachers Perceptions ◽  
Affective Filter ◽  
English Classroom

This small-scale research project was carried out with 15 pre-service teachers enrolled in a B.A. English as a Foreign Language program at a private university with a distance learning modality. The goal of this study was to enable pre-service teachers to express what they thought their role as English teachers should be. The researchers chose narrative inquiry as a way to hear the students’ voices and take them into account in order to promote positive changes in their teaching practice. Different data collection instruments were implemented, such as oral narratives from an unstructured interview, written narratives from tutors’ reflections in a journal, and a questionnaire to characterize the participants. The findings showed that the pre- service teachers characterized the role of the English teacher as being committed and engaged in the learning process. They also displayed an empathetic attitude toward teaching in the English classroom. Additionally, they highlighted innovativeness and open-mindedness as crucial traits for creating a positive environment in the classroom and activating the affective filter.

scholarly journals The Impact of Using Dynamic Assessment on Iranian’s Writing Literacy

2018 ◽  
Vol 8 (9) ◽  
pp. 1246 ◽  
Author(s):  
Firooz Sadighi ◽  
Fatemeh Jamasbi ◽  
Sara Ramezani
Keyword(s):  
Dynamic Assessment ◽  
Structured Interview ◽  
Teaching Writing ◽  
Control Group ◽  
Affective Filter ◽  
Persian Language ◽  
Post Test ◽  
Iranian Students ◽  
The Impact

Although using Dynamic Assessment especially in educational setting has been revealed to be a useful approach in helping learners to achieve higher levels of learning, not much consideration has been given to the role of teacher mediation through Dynamic Assessment in teaching writing literacy (Persian language). This study aimed to explore possible effects of teacher mediation on Iranian students’ Persian writing skills. To this end 30 Iranian Persian students were selected as participants of the study. The treatment group was taught writing skill through DA by using Flexible mediation, but the control group without receiving any mediation. A non-dynamic pre- and post-test writings were given to both groups to determine any differences in their writing performance. At the end of the treatment a semi-structured interview was used to know the experimental group’s opinion about their teacher’s assistance. The data was subjected to the statistical procedure of t-test and the results indicated that not only all the students of experimental group outperformed the students of control group but according the semi-structured interview, DA acted as low affective filter for them since they saw teacher as an assistant during their writing and their improvement increased their motivation.

scholarly journals “You are contagious”: The Role of the Facilitator in Fostering Self-Efficacy in Learners

2017 ◽  
Vol XI (2) ◽  
pp. 1-14
Author(s):  
Anne Smith
Keyword(s):  
Self Efficacy ◽  
Real Life ◽  
The Body ◽  
Community Based ◽  
Ability Group ◽  
Affective Filter ◽  
Applied Theatre ◽  
Low Levels ◽  
The Uk

This article argues that improvised role-play can raise learners’ levels of self-efficacy, which in turn increases their likelihood of using language learned beyond the workshop space. It argues that the physicality of the facilitator plays a key role in developing the self-efficacy of learners, using evidence drawn from the study of two Creative English groups with differing outcomes in terms of the use of English beyond the sessions.Creative English is a national, community-based applied theatre programme in the UK, which teaches adult migrants the English they need for everyday situations such as talking to doctors and landlords through drama. It works with those with low levels of English, including those who may have no prior experience of formal education.The article identifies kinaesthetic approaches to facilitating a learner in role, which help to lower the affective filter, and support learner progression in a mixed ability group. It examines the role the body plays in accelerating the creation of a supportive group dynamic, and where it can support and interfere with the likelihood of applying the language and confidence developed in real life.

scholarly journals The role of L1 in L2 classes

2018 ◽  
Vol 3 (2) ◽  
pp. 125
Author(s):  
Luluk Iswati ◽  
Arum Octaviani Hadimulyono
Keyword(s):  
Learning Process ◽  
Private University ◽  
Target Language ◽  
English Classrooms ◽  
Affective Filter ◽  
English Class ◽  
L2 Learning ◽  
L1 Use ◽  
Bahasa Indonesia

The use of L1 in L2 classes has long been a controversy. Krashen (1981) proposes that to succeed in L2 learning, L2 should be exposed extensively. Furthemore, he asserts that failure in L2 exposure is caused by available access to use L1. In contrast with Krashen�s theory, numerous researchers point out that the use of L1 in L2 classess turns out to be beneficial. According to Cook (2001) and Tang (2002), L2 learning and comprehension increase when L1 is used. This research aimed to reveal the role of L1 (Bahasa Indonesia) by both teachers and learners in English classrooms at tertiary level. The data were obtained from questionnaires distributed to 158 students and 23 teachers at a private university in Yogyakarta. Interviews were also conducted to 5 teachers. The findings show that� 59% students and 70% teachers stated that L1 should be used in their class. 87% students stated that L1 should be used during explanation of difficult concepts of L2, and this is in line with 96% teachers who admitted that they use L1 when explaining difficult concepts. 40% students and 61% teachers were quite certain that using L1 in an English class helps learners � learning process. L1 use is also contributive in lowering learners� affective filter as it will make them more secure, comfortable, and eventually confident to use the target language. The overall findings suggest that L1 should be used in L2 classess, since its absence may hinder learners� learning process.

scholarly journals Relevansi Rancang Bangun Metode Alamiah dalam Pembelajaran Bahasa Kedua untuk Anak Usia Dini

2012 ◽  
Vol 11 (2) ◽  
Author(s):  
Mohd. Hafrison
Keyword(s):  
Language Learning ◽  
School Age Children ◽  
Visual Aids ◽  
Elementary School Age ◽  
Affective Filter ◽  
Comprehensible Input ◽  
The Right ◽  
Reading Activities ◽  
Natural Method

Learners are the subject rather than object in the learning process. Therefore, the implementation of learning should be able to give responsibility to the learners in managing the acquisition and learning results. Similarly, in learning the Indonesian language, learning the language is not directed so that learners understand the rules of grammatical and literary, but are able to develop the potential that exists in itself related to the communicative potential of language. This goal can be achieved if the learning is done by using the right approach, especially for young children. One method suggested is a natural method. The use of this method is based on the theoretical basis of language that emphasizes the role of transformational linguistic semantics as a builder and an adhesive element of meaning, both at the level of morphology and syntax. Learning theory is the foundation of cognitive psychology that emphasizes the role of cognitive ability as the basis for the development of knowledge, skills and attitudes. The application of this method is very relevant to the language development of elementary-school-age children because the achievement of learning objectives is done naturally. To make the learning takes place naturally, in the process of learning, teachers are expected to be able to present comprehensible input as much as possible. The assistance provided is aimed to develop the ability to understand. Tool-visual aids, for example, can be used to perform the exposure of vocabulary. The focus of learning is listening and reading activities, while the ability to speak and write will evolve slowly and sustainably in line with the ability to understand it. To lower the affective filter, learners are directed to engage in meaningful communication, rather than on language forms. Correspondingly, the input that was developed by teacher should be an interesting and challenging input.. Key words: Natural Method, Second Language Learning, Early Education

Role of dactinomycin in the improved survival of children with Wilms' tumor

JAMA ◽  
1966 ◽  
Vol 195 (12) ◽  
pp. 1005-1009 ◽  
Author(s):  
D. J. Fernbach
Keyword(s):  
Wilms Tumor

Role of the allergist in diagnosis and management of patients with uveitis

JAMA ◽  
1966 ◽  
Vol 195 (3) ◽  
pp. 167-172 ◽  
Author(s):  
T. E. Van Metre
Keyword(s):  
Diagnosis And Management

The power of norms to sway fused group members

2018 ◽  
Vol 41 ◽  
Author(s):  
Winnifred R. Louis ◽  
Craig McGarty ◽  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Fathali M. Moghaddam
Keyword(s):  
Evolutionary Anthropology ◽  
Normative Systems ◽  
Violent Extremism ◽  
Identity Fusion ◽  
Group Members

AbstractWhitehouse adapts insights from evolutionary anthropology to interpret extreme self-sacrifice through the concept of identity fusion. The model neglects the role of normative systems in shaping behaviors, especially in relation to violent extremism. In peaceful groups, increasing fusion will actually decrease extremism. Groups collectively appraise threats and opportunities, actively debate action options, and rarely choose violence toward self or others.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

The role of affect in feelings of obligation

2020 ◽  
Vol 43 ◽  
Author(s):  
Stefen Beeler-Duden ◽  
Meltem Yucel ◽  
Amrisha Vaish
Keyword(s):  
Positive Emotions ◽  
The Creation ◽  
Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

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