Self Confidence Definition

consider several definitions of attitude which mention different meanings from different contexts and perspectives (Alhmali, 2007). Based on the theory of planned behavior, Montano and Kasprzyk (2008, p. 71) state, “Attitude is determined by the individual’s beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude.” On the other hand, Gardner (1985) also points

Self-confidence Definition

As it was pointed out above, self-confidence plays a very important role in SLA. The cultivation of self-confidence depends on students themselves and teachers’ help as well. Teachers should let students have the feeling that they can learn a L2 well by using more encourage and praise.

According to Brown (2000) and Skehan (1989) the affective domain is the emotional side of human behaviour and it involves a variety of personality aspects such as emotion, motivation, attitude, anxiety, personality and self-confidence. Dörnyei (2005) stated that the concept of self- confidence is closely related to self-esteem, both share a common emphasis on the individual’s perception of his or her abilities as a person. Glenda & Anstey (1990) explained that many researchers used the terms self-confidence, self evaluation, self worth, self appraisal, and self satisfaction interchangeably. Self-confidence relates to the Big Five personality dimension of extraversion, which, among other things, reflects an energetic approach toward the social and material world, sociability, and positive emotionality (John & Srivastava, 1999).

Characteristics of

Being a student in the language department of the U.A.N.L., requires certain characteristics to be part of it. As all of us know, adolescents and young adults join this language department in order to study English as a foreign language in our institution. Harmer (1998) describes adults as follows, adult learners come with a lot of previous learning experience which may hamper their progress. Students who have had negative learning experiences in the past may be nervous of new learning. Students used to failure may be consciously or subconsciously prepared for more failure. Older students who have got out of the habit of study may find classrooms daunting places. All the population in this school have