PERSONALITY AND COOPERATIVE LEARNING

There are many points of view very interesting, but today I will take into account the personality factor in learning a second language and I think that had the inhibition in the class of sports was a point that did not help much maybe the fear of failing and not being accepted by us that we were watching the group and good all these factors are like a chain, takes you to another factor such inhibition may lead us aa anxiety is the result before a danger.

Also worth mentioning that although the teacher's job here was to raise self-esteem sports classmates into confidence by making them an oral activity with the group of languages ​​that can be called cooperative learning 'activity, since both groups could have a different role and we work together and share ideas and knowledge.

http://portal.educ.ar/debates/eid/lengua/lenguas-extranjeras/factores-que-afectan-el-aprend.php

I am going to talk about the Krashen´s theory and it is the Affective Filter hypothesis, it embodies Krashen's view that a number of affective variables play a facilitative, but no causal role in second language acquisition. These variables include: motivation, self confidence and anxiety. Krashen claims that learners with high motivation, self confidence, a good selfimage, and a low level of anxiety are better equipped for success in second language acquisition.It show us that the sports were verynervous because of us, they think that maybe we laugh at them. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition as the sports did.

http://www2.education.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/krashen.html

monitor theory by Krashen in this theory tell us about other way in the students can learn.this theory is common, because is the method that most of students use. this theory is about that the student learning only be used as a Monitor the monitor in this case is the teacher; the teacher is who will correct the possibles mistakes that the student have and he is the guide for the students can be learn.
Krashen said if the student want to have good answer they need time for study, and time for think about the languages.
this theory is good, but have a little problem what happed if the monitor(teacher) have a problems whit the second languages?
this is a big problem because he will transmit an incorrect input for his students. one real example was when in the UBAM one teacher said that "bailar" in french is "balayer" but the meaning of that is "sweep"
http://www.englishforums.com/English/TheMonitorHypothesis/bcmjq/post.htm [/b]