The Affective Domain On Teaching Esl

“THE AFFECTIVE DOMAIN ON TEACHING ESL”
ROGER’S HUMANISTIC PSYCHOLOGY
Carl Roger’s is not traditionally thought of as a “learning” psychologist, yet he has had a significant impact in our present understanding of learning, particularly learning in an educational or pedagogical context. Roger’s humanistic psychology has more of an affective focus than a cognitive one. In the traditional way ofteaching, students were considered just as a cognitive focus (Brown, 1994). It was thought that just by drilling your brain you would learn a language. Humanism considers students from a “phenomenological” perspective, in contrast to behaviorism. Roger studied the “whole person” as a physical and cognitive, but primarily emotional being (learner).
We have to consider students as a whole, withdifferent types of needs: We have some physical needs like water, light and food. If their physical needs are not met, their learning cannot happen. Students need some mental (cognitive needs) stimulation. As teachers we have to mentally stimulate the students. If there isn’t any mental stimulation, they won’t learn. There’s a need of the persons to be acknowledged. If the emotional (affective) needsare not met, their learning cannot happen.
Humanism formal principles focused on the development of an individual’s self-concept and of his or her personal sense of reality, those internal forces which cause a person to act. The “fully functioning person” lives at pace with all of his feelings and reactions; he is able to be what he potentially is; he exists as a process of being and becominghimself.
Roger’s position has important implications for education. The focus is away from “teaching” and toward “learning”. The goal of education is the facilitation of change and learning. For Rogers learning how to learn is more important than being “taught” something from the “superior” vantage point of a teacher who unilaterally decides what shall be taught. Then, under this perspective, therole of education is real facilitation of learning, and one can only facilitate by establishing an interpersonal relationship with the learner.
Teachers must be facilitators: First of all, teachers must be real and genuine, discarding masks of superiority and omniscience. Second, the teachers need to have genuine trust, acceptance, and a prizing of the other person, the student; and considerstudents as a worthy, valuable individual. And third, teachers need to communicate openly and empathically with their students and vice versa (Brown, 1994)."THE AFFECTIVE DOMAIN ON TEACHING ESL"
Academic Workshop M.E.S, M.A. Jaime Hinojosa Espinosa
Rogers thinks that if the context for learning is created, then human beings will , in fact, learn everything they need to. As a summary we can say that,human beings are emotional creatures; and that at the heart of all thought and meaning and action is emotion. As “intellectual” as we would like to think we are, we are influenced by our emotions.
B) AFFECTIVE DOMAIN VARIABLES
We can say that this variables can be intrinsic (Internal) because they are internal personality factors in a person like needs, wants, desires, hopes, feelings, etc.. Onthe other side, we have the extrinsic (external) variables that are socio-cultural factors outside of a person.
INTRINSIC VARIABLES
1) SELF-ESTEEM.- Self-Esteem is what a person thinks about itself. No success cognitive or affective activity can be carried out without some degree of self-esteem or self-confidence or knowledge of yourself, and belief in your own capabilities for that activity. Theprocess of defining oneself and finding acceptance in expressing that self in relation to the value of others is very important in our students. The personality development universally involves the growth of a person’s concept of self, acceptance of self, and reflection of self in the interaction with others. Self-esteem derives from the accumulation of experiences with themselves and with...