Language Risk Taking Essay

Researchers defined risk-taking from different perspectives.

In Brown’ words (1994):

“(…) the key to risk-taking as a peak performance strategy is not simply in taking the risks. It is in learning from your ‘failures’. When you risk a new technique in the classroom, try a new approach to a difficult student, or make a frank comment to a supervisor, you must be willing to accept possible ‘failure’ in your attempt. Then, you assess all the facets of that failure and turn it into an experience that teaches you something about how to calculate the next riskˮ. In this case, it is essential to accept the fiasco and internalize it as the learning experience. Afterwards, language learners can master that language gradually.

High risk taking will yield positive results in second language learning (Brown, 2000). Therefore, “successful second language learners would like to make ready and accurate guesses” (Brown, 2000, p.150). Succinctly, language learning, which is related to risk-taking, can be succeeded positively for second language learners who are willing to make exact speculation. (ibid, p.231) Skehan (1989) noticed that within the TESOL field, risk-taking has been seen, in circumstances that involved social interaction, as likely to increase chaces to hear language and obtain participation. Risk-takers were brave and to take part in any kind of interaction with others, to speak language, and engage in functional practice because they preferred what they wished to say without worrying about the small details or errors. A risk-taker is more likely to be the one who takes his existing language system to the limit. Such a learner is more likely to change and more resistant to fossilization. (ibid, 2001,

Tolerance of possible incorrectness or inexactitude in using the language ; and 4. Inclination to rehearse a new element silently before attempting to use it aloud.( as cited in Zafar, 2012, p. 37) In retrospect, a study done by Skehan in (1989) in which the result of this study led to the assumption that risk-taking learners participate more in the classroom and consequently, they may increase their language proficiency, especially if it is considered that language proficiency appears to increase remarkably by more use of the language. Over and above, learners’ differences as well, plays a great role in this factor. Accordingly, research and theories reveal that extrovert people tend to take risk of making mistakes and interact more with people. So, this helps them to learn better in L2, especially in communication aspect (Oxford & Ehrman, 1993). (ibid, p. 37) Brown (2001) argued that : “Successful language learners, in their realistic appraisal of themselves as vulnerable beings yet capable of accomplishing tasks, must be willing to become ‘gamblers’ in the game of language, to attempt to produce and to interpret language that is a bit beyond their absolute certainty” (p. 63). Excerpted from