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1、Humanistic Psychology,Affect side of learning,Humanistic approaches emphasize the importance of the inner world of the learner and place the individuals thoughts, feelings and emotions at the forefront of all human development,Cognition or Affect? Cognition and Affect ! Affect : a term refers to the
2、 purposiveand emotional sides of a persons reactions to what is going on. emotion, feelings, mood or attitude,The affective side of learning is not in opposition to the cognitive side. When both are used together, the learning process can be constructed on a firmer foundation. Neither can be separat
3、ed from the other.,Two perspectives of affect,1. individual factors: Concerned with language learner as an individual ,the internal factors that are part of the learners personality 2. relational factors: transactional process Focuses on the learner as a participant in a socio-cultural situation Lea
4、rner as a participant in a social-cultural situation, an individual who inevitably relates to others.,1. individual factors,The way we feel about ourselves and our capabilities can either facilitate or impede our learning. Anxiety Inhibition Extroversion-introversion Self-esteem Movition Learner sty
5、les,2. Relational factors: transactional process,Tranction is the act of reaching our beyond the self to others. A good part of who we consider we are is formed by our social identity. (the part of an individuals self-concept which derives from his or her knowledge of his or her membership in a sign
6、ficance attached to that membership.-Tajfeld,1978),Empathy Classroom transactions Cross-cultural processes,empathy,The process of “putting yourself into someone elses shoes”.(identification with another person) One need not abandon ones own way of feeling or understanding, nor even agree with the po
7、sition of the other. Empathy is simply an appreciation, possibly in a detached manner, of the identity of another individual or culture.,Empathy is a factor, perhaps the most important one, in the harmonious coexistence of individuals in society. It is closely related to cultural relativity, which f
8、rees us from our conditioning and helps us to recognize that our way is not the only way and possibly not even the best way.,Before empathy can exist, there must also be awareness and knowledge of ones own feelings. Cross-cultural empathy(teachee to student) What type of classroom activities could b
9、e used to encourage empathy in the learner? Are certain teaching approaches more conductive to the development of empathy than others?,Classroom tansactions,In the special society established within classroom, the affective dimension of the relationships among the learner, the teacher and the other
10、learners can greatly influence the direction and outcome of the experience.,The role of teacher in three modes of facilitation hierarchical mode: teacher are in charge of all major decisions in the learning process Cooperative mode: share some power and decision-making with the group and guide them
11、towards becoming more self-directing Autonomous mode: let students do things on their own, without intervening.,Facilitation of self-directed learning: Teaching students how to learn rather than merely covering a fixed curriculum.,Facilitator with group dynamic Cooperative language learning,Cross-cu
12、ltural processes,Culture: software of mind ( a sort of mental programming of the members of a social group which conditions their behaviour. Acculturation : the social and psychological integration of the learner with the target language.,Four stages of acculturation Excitement about the new culture
13、 Culture shock Culture stress Assimilation or adaptation to the new culture and acceptance of the self within it.,Multi-modal learning,Action: learning through doing Conceptual: learning about the language Imaginal : the imagination and intuitive understanding of the scheme of the language as a whol
14、e. Emotional: awareness of the different ways our feelings influence our language learning. The top three modes of learning all rest upon the broad affective base,Humanistic activities,School is a place where we learn not only subject matter; it is a place where we learn about ourselves and also lif
15、e,Education has traditionally thought of learning as an orderly type of cognitive , left-brain activity. The left hemisphere of the brain tends to function in ways that are logical and linerar. It goes step-by-step, in a straight line, emphasizing the parts, the details that make up the whole. It ac
16、cepts only what is sure and clear. It deals in ideas and concepts. It is associated with the masculine aspects of life. This is the only knind of functions that is acceptalbe to our schools and colleges. -Carl Gogers,Whole-person or humanistic teaching To involve the whole person in learning means to set free and utilise the right brain. The right hemisphere functions in a quite different way from the left. It is intuitive. It grasps the essence before it understands t
