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V.PersonalityFactors•Theintrinsicsideofaffectivity:personalityfactorswithinapersonthatcontributeinsomewaytothesuccessoflanguagelearning.•Inrecentyears,therehasbeenanincreasingawarenessofthenecessityinsecondlanguageresearchandteachingtoexaminehumanpersonalityinordertofindsolutionstoperplexingproblems.Careful,systematicstudyoftheroleofpersonalityinsecondlanguageacquisitionhasalreadyledtoagreaterunderstandingofthelanguagelearningprocessandtoimprovedlanguageteachingmethods.148xxPersonalityFactors•TheAffectiveDomain(情感领域)•Affectreferstoemotionorfeeling.Thedevelopmentofaffectivestatesorfeelingsinvolvesavarietyofpersonalityfactors,feelingsbothaboutourselvesandaboutotherswithwhomwecomeintocontact.•Thedefinitionoftheaffectivedomainisasfollows:•1.Thedevelopmentofaffectivitybeginswithreceiving.(reading.listening,peopletalking)•2.Afterreceivingisresponding,committingthemselvesinsomesmallmeasuretoaphenomenonoraperson.149PersonalityFactors•3.Thethirdlevelofaffectivityinvolvesvaluing,placingworthonathing,abehavior,oraperson.(notonlyacceptavaluebutcommitthemselvestothevaluetopursueit,seekitout…)•4.Theorganizationofvaluesintoasystemofbeliefs,determininginterrelationshipsamongthem,andestablishingahierarchyofvalueswithinthesystem.•5.Individualsactconsistentlyinaccordancewiththevaluestheyhaveinternalizedandintegratebeliefs,ideas,andattitudesintoatotalphilosophyorworldview.150xxPersonalityFactors•Thefollowingisaconsiderationofspecificpersonalityfactorsinhumanbehaviorandhowtheyrelatetosecondlanguageacquisition.•Self-esteem•Definitionofself-esteem:isapersonaljudgmentofworthinessthatisexpressedintheattitudesthattheindividualholdstowardshimself.•Threelevelsofself-esteem:(highregard,highopinionof)•A.generalorglobal(stableinamatureadult)•B.situationalorspecific(incertainlifesituation)•C.task(particulartaskswithinspecificsituation)151PersonalityFactors•Conclusion:Theresultsrevealedthatself-esteemappearstobeanimportantvariableinsecondlanguageacquisition,particularlyinviewofcross-culturalfactorsofsecondlanguagelearning.•Discuss:•Doeshighself-esteemcauselanguagesuccessordoeslanguagesuccesscausehighself-esteem?152xxPersonalityFactors•Inhibitionxx•Somepersons—thosewithhigherself-esteemandegostrength—aremoreabletowithstandthreatstotheirexistenceandthustheirdefensesarelower.Thosewithweakerself-esteemmaintainwallsofinhibitiontoprotectwhatisself-perceivedtobeaweakorfragileego,oralackofself-confidenceinasituationortask.153PersonalityFactors•Languageego语言自我感•inL2orforeignlanguagelearningtherelationbetweenpeople’sfeelingsofpersonalidentity,individualuniqueness,andvalue(i.e.theirego)andaspectsoftheirfirstlanguage•Aperson’sself-identitydevelopsasheorsheislearningtheL1,thatsomeaspectsoflanguage,especiallypronunciation,maybecloselylinkedtoone’sego,andthatthismayhindersomeaspectsofsecondorforeignlanguagelearning.154-PersonalityFactorslanguageegoboundariesIntheformativestagesofdevelopmentthereisastateofflux:boundariesaremoreflexible,moreeasilypermeated.“Guioraalsostressesthattheprimarymeasurementofthestateoflanguageegoboundaryisauthenticlanguagepronunciation.Thisisbecauseitisamajorcomponentoftheselfrepresentationalaspectofego.WeshallseethatitistheexaminationofthisselfrepresentationalaspectofegowhichisthefocusoftraditionalmeditationpracticeinBuddhism.(本我,自我,超我)PersonalityFactors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：（１）Ib——原始的我，代表各种本能的心理活动。（２）Ego——自知的我，即经过生活经验陶铸的我。（３）SuperEgo——超我，经过宗教、艺术和伦理道德熏习的我。PersonalityFactorsLanguageegopermeabilityisindicatedby:.......theabilitytomovebackandforthbetweenlanguagesandthe'personalities'thatseemtocomewiththem.Thisisrelatedtothecommonobservationthatone'feelslikeadifferentperson'whenspeakingasecondlanguageandoftenindeedactsdifferentlyaswell.Tohavepermeableegoboundariesentailshavingawelldefined,secure,integratedegoorsenseofselfinthefirstplace.(Guiora1979p.199).PersonalityFactorsIn1980Guioraperformedastudywhichindicatedthatsubject'segofunctionfluctuatedinrelationtodosagesofvaliumoralcohol.Thisstudysupportedtheconnectionbetweenlanguageegoandlanguageegoboundariesingeneral.Guioralatersuggestedthatthetruesuccessinlearningasecondlanguageverymuchrequirestemporaryandreversibleshiftsinselfrepresentation,thatisfluctuationoflanguageegofunction.PersonalityFactorsTheexperimentsofalcohol,valiumshowthatwhenlanguagelearnersgetridofinhibitionwhentheybecomerelax,whichfacilitatestheirpronunciation.PersonalityFactorsNeitherextremeegowasfoundtohavenecessarilybeneficialordeleteriouseffectsonsuccess.Languagelearnerswith‘thin’or‘thick’egoboundariesfounddifferentpathwaystosuccess.xxP139PersonalityFactorsInhibitionshouldbereducedintheclassroomandinterpersonalegobarriersshouldbeloweredtopavethewayforfreecommunication.xx1.Mistakesarenecessarypartoflearningprocess.ChildrenleaningtheirL1andadultslearnasecondcanreallyonlymakeprogressbylearningfrommakingmistakes.Iweneverventuredtospeakasentenceuntilwewereabsolutelycertainofitstotalcorrectness,wewouldlikelynevercommunicateproductivelyatall.154PersonalityFactors2.Mistakescanbeviewedasthreatstoone’sego.Theyposeboth