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Benjamin Bloom and his colleagues (Krathwohl, Bloom, & Masia 1964) provided a useful extended definition of the affective domain that is still widely used today.

1. At the first and fundamental level, the development of affectivity begins with receiving. Persons must be aware of the environment surrounding them and be conscious of situations, phenomena, people, objects; be willing to receive—to tolerate a stimulus, not avoid it—and give a stimulus their controlled or selected attention.

2. Next, persons must go beyond receiving to responding, commit­ting themselves in at least some small measure to a phenomenon or a person. Such responding in one dimension may be in acqui­escence, but in another, higher, dimension the person is willing to respond voluntarily without coercion, and then to receive satisfac­tion from that response.

3. The third level of affectivity involves valuing: placing worth on a thing, a behavior, or a person. Valuing takes on the characteristics of beliefs or attitudes as values are internalized. Individuals do not merely accept a value to the point of being willing to be identi­fied with it, but commit themselves to the value to pursue it, seek it out, and want it, finally, to the point of conviction.

4. The fourth level of the affective domain is the organization of values into a system of beliefs, determining interrelationships among them, and establishing a hierarchy of values within the system.

5. Finally, individuals become characterized by and understand themselves in terms of their value system. Individuals act consis­tently in accordance with the values they have internalized and integrate beliefs, ideas, and attitudes into a total philosophy or world view. It is at this level that problem solving, for example, is approached on the basis of a total, self-consistent system.

Understanding how human beings feel and respond and believe and value is an exceedingly important aspect of a theory of second language acquisition.

We turn now to a consideration of specific personality factors in human behavior and how they relate to second language acquisition

Self-esteem is probably the most pervasive aspect of any human behavior. It could easily be claimed that no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confidence, knowledge of yourself, and belief in your own capabilities for that activity.

Inhibition Closely related to and in some cases subsumed under the notion of self-esteem is the concept of inhibition. All human beings, in their under­standing of themselves, build sets of defenses to protect the ego. The human ego encompasses what Guiora (1972a) and Ehrman (1996) refer to as language ego or the very personal, egoistic nature of second language acquisition. Meaningful language acquisition involves some degree of identity conflict as language learners take on a new iden­tity with their newly acquired competence. An adaptive language ego enables learners to lower the inhibitions that may impede success.