Other individual affective factors

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“Young Scientist” .  #2 (82) .  January 2015
Philology
of ambiguity and so on. Inhibition is a kind of affect similar 
to anxiety. Inhibition develops when we gradually form self-
image, which is a kind of awareness of identifying a self that 
is distinct from others.
With the greater awareness comes the need to protect ego, 
if necessary by avoiding whatever might threaten the self. 
Strong criticism and ridiculous words can greatly weaken the 
ego and the weaker the ego, the higher the walls of inhibition. 
Empathy is the process of 'putting yourself into someone 
else's shoes (Brown, 2002:143) '.
Arnold and Brown define the term (Arnold, 2000:19): one 
need not abandon one's own way of feeling or understanding, 
nor even agree with the position of the other. It is simply an 
appreciation, possibly in a detached manner, of the iden-
tity of another individual or culture. It is closely related to 
cultural relativity, which frees us from our conditioning and 
helps us recognize that our way is not only way and possibly 
not even the best way. Learners who are good at empathy are 
ready to cooperate with others. They can benefit from group 
work and they can communicate with their partners and learn 
from them. They are interested in the different culture and 
can accept their value and life attitude. When learning they 
will think about the purpose of teaching arrangement, so 
they are glad to do what the teacher demands them.
However, Learners who are not good at empathy some-
times show passive attitudes towards the teachers' arrange-
ment. They cannot participate in the classroom actively or 
they cannot finish their homework according to the teach-
er's requirement.
Tolerance of ambiguity, according to Ehrman (Ehrman, 
2000:75), can be viewed as made up of three levels of function: 
intake: letting it in; tolerance of ambiguity proper: accepting 
contradictions and incomplete information; accommodation: 
making distinctions, setting priorities, restructuring cogni-
tive schemata.
All of aforesaid researches on affective factors will be taken 
as the references to make the new categorization and present 
the operational definitions of affective variables in vocabulary 
acquisition.
What kind of affective conditions the learners are in is ob-
viously of crucial importance in accounting for individual dif-
ferences in learning outcome. Learners' affective states tend 
to be volatile, affecting not only overall progress but also re-
sponses to particular learning activities on a day-to-day and 
even moment-on-moment basis. Studies in the naturalistic 
research tradition may prove most effective in exploring how 
these transitional states are brought about and what effect 
they have on learning (Ellis, 1999:483).
The effect of affective factors on SLA is interwoven and 
very complicated. All the variables are related to one an-
other in certain ways, just as anxiety can be connected with 
plummeting motivation, negative attitudes, and inhibition. 
Learning attitude is often affected by motivation. In reality, 
all these factors may result with various kinds of combination 
among different people. One factor sometimes does not defi-
nitely predict or entail another.

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