Académique Documents
Professionnel Documents
Culture Documents
L A N G U A G E LEARNING S T R A T E G I E S
141
In this set are two related strategies, both aiding leamers in checking
their language performance. One strategy involves notidngand leaming
from errors, and the other concerns evaluating overall progresf.
1. Self-Monitoring
Identifying errors in imderstandiug or produciu^ tlic iicw language, determining which ones are important (those that cause serious confusin or
offense), tracking the source of important errors, and trying to eliminate
such errors.
^ 3. Using laughter
2. Self-Evaluating
' C. Taking your emotional /
Evuiii : L'/ic':-;
p;;.'re?s in the nev/ langunge, for instance, b y checking to see whether one is reading faster and understanding more than
1 mnth or 6 months ago, or whether one is understanding a greater
percentage of each conversation.
terDperature
, 2. Using a checkiist
"3. Writing a language learning diary
^ 4. Discussing your feelings with someone else
Memory Aid: L E T
'Attective strategies fielp language learners L E T ttieir hair down!"
A F F E C T I V E STRATEGIES
The mind is its own place, an in itseit can make a Heaven o Hell, a Hell al Heaven.
Jotin Milton
The term affective refers to emotions, attitudes, motivations, and vales. It is impossible to overstate the importance of the affective factors
influencing language leaming. Language leamers can gain control over
these factors through affective strategies. A s shown in Figure 4.3, three
main sets of affective strategies exist: Lowering Your Anxiety, Encouraging
Yourself, and Taking Your Emotonal Temperature (10 strategies in all).
The acronym L E T comes from the first letter of each one of these strategy
sets"affective strategies help language leamers L E T their hair down!"
" T h e affective domain is impossible to describe within defnable limi t s , " according to H . Douglas Brown [6]. It spreads out like a fine-spun
net, encompassing such concepts as self-esteem, attitudes, motivation,
anxiety, culture shock, inliibition, risk taking, and tolerance for ambiguity
[7]. T h e affective side of the leamer is probably one of the very biggest
influences on language leaming success or failure. Good language leamers
are often those who know how to control their emotions and attitudes
about leaming [8]. Negative feelings can stunt progress, even for the rare
leamer who fully understands all the technical aspects of how to leam a
new language. O n the other hand, positive emotions and attitudes can
make language leaming far more effective and enjoyable. Teachers can
exert a tremendous influence over the emotional atmosphere of the classroom in three different ways: by changing the social structure of the classroom to give students more responsibility, by providing increased amounts
Figure 4.3
{Source:
Original.)