Since the development of communicative approaches toward language learning, a lot of scholars have tried to specify learners’ variables which can hinder language learning process. Affective variables have been the subject of much research in the areas related to learners’ variables and Communicative Language Teaching (CLT). Brown (1973) discusses affective variables in second language acquisition (SLA). He believes that egocentric factors, social factors, cognitive style are among the prominent affective factors influencing second language acquisition. Woodrow (2006) in his project concluded that a skills deficit anxious student would benefit from instruction in language learning strategies and scaffolding of skills whereas a retrieval interference …show more content…
They also found out that language ability confidence, language potential confidence, communication confidence and situational confidence are the components of self-confidence for Korean students of English. Horwitz, Horwitz, & Cope (1986) indicated that adults typically perceive themselves as intelligent, socially-adept individuals who are sensitive to different socio-cultural mores. Such percept ions are rarely challenged when an adult speaker communicates in a native language. However, when learning a foreign language, the situation can be different. Since communication attempts may be evaluated according to uncertain or unknown socio-cultural and linguistic standards, communication entails risk taking and can be problematic.
In another study on English language anxiety, Pappamihiel (2002) addressed the issue of English language anxiety in two settings: mainstream classrooms and English as a Second Language (SLA). It was observed that changes in anxiety levels can stem from many sources. These sources include factors that affect communication apprehension, test anxiety, fears of negative evaluation and identity creation
“Younger learners show fewer problems with language anxiety (Johnstone, 2009), higher levels of motivation and positive attitudes towards language learning (Bӧrner, Engel, & Groot-Wilken, 2013; Graham, Courtney, Tonkyn, & Marinis, 2016; Mihaljević Djigunović & Lopriore, 2011), and potentially better employability in the future” (Jaekel 632-2,
Therefore, I found it beneficial that this chapter addressed this concept and the importance of reducing a student's anxiety, while also increasing their motivation and self-confidence in order to shift their mindset in regards to language and content learning. To me, this is one area where educators can quickly miss the cues that their students are giving them. For example, a student not actively participating in a class discussion or writing activity because they feel that they do not have the communication skills in order to express their thoughts with their peers or with the teacher. Consequently, the educator must not first label this child incapable or lazy, but rather, address the discomfort and general comfortability of the student. Additionally, I think it is important for teachers to keep their content at an appropriately rigorous level while ensuring that students still acquiring the English language can find symbolic, graphic means, or other means of representing the content and drawing a clear comprehension of what it is that is being taught.
Stereotypes of English Learners A numerous population in public schools in America are English Language Learners, and the number of these students is increasing rapidly. In the article ELL Face Unique Challenges, states that “ Over the past 15 years, the number of ELL students has nearly doubled—to about 5 million. By 2015, ELL enrollment in U.S. schools will reach 10 million and, by 2025, nearly one out of every four public school students will be an English Language Learner.”
Aside from the biological implications in relation to SLA there are other factors which have a positive correlation to learning English at an early age. The younger a child is the more used to making mistakes they are and the less embarrassed they become when making them. Young child learners “are likely to be less ‘language anxious’ than many older learners and hence may be more able to absorb language rather than block it out” (Johnstone, 2002) When a parent or school decides to expose their child or student to a second language they need to consider how the language will be introduced.
There is also a fear that the students will not comprehend the English language as well as the native English speakers because teachers are just teaching to the test. For the schools interviewed the majority said that they had to increase the amount of English instruction that the students received a day to help with the language proficiency that is on the tests. One size does not fit all, especially when it comes down to ELLs. It is hard from ELLs to be completely knowledgeable in one language when both are equally important for them. However, with the standardized tests that have a great amount of accountability towards both the school and the student, it is
We need to be teaching our students strategies for college. Our districts spend so much time and emphasis on teaching to the standardized tests. These tests are so difficult that most of the time native English speakers don’t do well on the test. The objective of this research paper is to identify the factors influencing the challenges English language minority students face in the classroom.
(Ottenheimer 156-158). I feel as if I have a linguistic-hybrid communicative competence because it is true that I lack the skills to speak Korean, but I can speak in such a way to make my father understand the emotions behind my language and I can also understand his emotions from his unique language. As Ottenheimer said, “Developing communicative competence in a language empowers you in important way. It helps you to
The United States is a place of freedom. We are a mixing pot that unifies as one. Many religions, cultures, and languages make their home in the Unites States. Many foreigners see the U.S. as an opportunity to seek better lives and education, but when it comes to foreigners and native-born non-English speakers that do not yet know English, it becomes a little more difficult to go about an average day let alone make a better future. Children in school often become English Language Learners, or ELL, to assimilate to the American standards.
Introduction: For my research paper, I would like to explore more about the importance of speaking more than 2 or 3 languages, and why is it difficult for an adult to learn a new language. First of all, a child can easily learn new languages easily, but it's different with adults. Not only do children grow and develop at extraordinary speed, but they learn new information quickly as well. I usually ask myself this question, why is it difficult to learn a new language the older we get?
This can only be possible when teachers themselves have a high level of proficiency in the target language and keep strengthening their proficiency so as to be able to undergird effective implementation of the National Standards (2006). While a foreign language teachers knowledge of language proficiency is essential for classroom teaching, efforts have been made to explain issues that interfere with success in foreign language learning (Ellis, 1994, 1997; Krashen, 1982; Swain, 1995; Vygotsky, 1978, 1986). For example, an important element that might cause language learning difficulties is anxiety. Dinklage (1971) identifies that the anxiety presents in students who have difficulty with foreign language is the result of failure in learning a foreign language. Another element is learning style.
Learning a second language at a younger age is beneficial Most little kids first day of school is when they are approximately five years old, and about to enter kindergarten. Kids go to school from about age five till graduation from high school at about age eighteen. Most schools focus on the basic core subjects, such as math, reading, science and history. Until junior high or high school, foreign language is not even offered.
IN THE NAME OF GOD The Relationships among EFL Learners’ Self Efficacy, Autonomy and Listening Comprehension Ability Dr.Tahriri University of Guilan Seminar Abstract This paper investigates the relationships among autonomy, self-efficacy and listening comprehension for second language (L2) learning. These elements are defined by a lot of researches.
“You can’t see other people’s point of view when you have only one language,” declared psycholinguist, Frank Smith. Just as it is mentioned in this quote, foreign language is important; therefore, people should learn a foreign language at an early age. When learning a foreign language at an early age, it helps people to concentrate and increase comprehension skills. Also, at a young age, the mind is fresh, so the person can take in more information and can easily master a foreign language. In addition, most secondary schools, universities, and jobs require a foreign language to be known.
As a teacher, I am taking this opportunity to evaluate and make sense of what the articles are proposing - relating it to the real situations. When it is said that students’ attitude is one of the major factors that determine their success in language learning, I believe that it is true. There have been numerous researches that have been conducted on investigating the role of attitude in second language acquisition, spurred by the knowledge that all these negative attitudes can be changed. Factors like better teaching strategies, classroom and social environment can actually help in reducing negative attitude. Based on the understanding, there are two reasons why we have the attitudes of learning second language – all of these are interrelated.
By living abroad I was able to incorporate stuff from a new culture to shape me as a person. With my language obsession as a child the topic of how others judge languages and one 's speech is important to me. After being completely emerged in a culture vastly different than my native country, I have the experience of being seen as less intelligent by others simply due to language. While attending my all-girls school, going to language tutoring, and living with my Korean host family I struggled to feel completely accepted. Of course, I’m foreign in many ways and do not expect to be taken in right away, but many Koreans don’t even give you a chance to speak Korean.