THE AFFECTIVE DOMAIN IN LANGUAGE LEARNING
What role does the affective domain play in language learning? How does it influence language learning? What is the affective domain? The following summaries of journal articles address the role of the affective domain in language learning and suggest that intervention activities and strategies can positively affect it. The studies conclude that language instructors should create a positive environment to address the affective domain in the language classroom to enhance and to achieve successful language learning. They also suggest areas for additional research in relation to identifying affective domain factors, differences in teacher and student learner beliefs, and the impact of learner beliefs.
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STUDIES AND ARTICLES ON THE AFFECTIVE DOMAIN
1
Title: “Attending to Adult learners: Affective Domain in the ESL Classroom”
Author: Eva Bernat, Macquarie University (Australia)
Source: Humanising Language Teaching, September 2004
Site: http://www.hltmag.co.uk/sept04/mart2.htm
“Various cognitive and affective processes play an important and integral role in the language learning context” (Bernat). The affective domain is especially significant in adult language learning. Language teachers must understand that adults have unique characteristics that differ from those of younger learners, and they must learn to recognize and acknowledge these differences in language classes. The article discusses the unique characteristics of the adult ESL learner. ESL teachers need to be sensitive to these factors and incorporate that knowledge into their teaching to address the concerns about the role of the affective domain in learning.
2
Title: “What is Learner Autonomy and How Can It Be Fostered?”
Author: Dimitrio Thanasoulas
Source: The Internet TESL Journal, Vol. VI, No. 11, November 2000
Site: http://iteslj.org/Articles/Thanasoulas-Autonomy.html
This study is based on the concept of developing learner autonomy and independence in language learning. Learners who take responsibility for their learning through the use of learning strategies and positive attitudes, self-motivation, and self-esteem become successful language learners. In addition to these, self-report or retrospect is used to regularly evaluate and create awareness of skills and progress and examination of the successful use of learning strategies to suggest strategies to improve learning and progress. Information from diaries and self-evaluation sheets are used to “alter the learners’ beliefs about themselves.” According to the study, one method of promoting this change is the “use of the persuasive communication from the Elaboration Likelihood Model (ELM) of attitude change” by Petty and Cacciopo. The communication presents facts and suggestions to modify learning and to attain learning autonomy, and this in turn initiates changes to overcome difficulties and promote change and progress in learning. In this classroom, the teacher becomes the advisor, counselor, guide, intervener, and resource for language learning. The researchers in this study continue to study other areas that affect learner autonomy and admit that altering students’ habits and attitudes concerning their roles and persuading language teachers to change their roles in the classrooms are difficult and challenging tasks.
3
Title: “Creating Authentic Dialog: ESL Students as Recipients of Service Learning”
Author: Stephanie Marlow, Boise State University (Boise, Idaho, USA)
Source: The Internet TESL Journal, Vol. XIII, No. 7, July 2007
Site: http://iteslj.org/Techniques/Marlow-ServiceLearning.html
In this pilot course, service learning becomes a means to penetrate the barrier of affective filters that second language students often have during language learning. The course was created for intermediate and advanced ESL students. The ESL students were paired or grouped with the native-English speakers in class activities and an additional 30 hours of outside-class activities during the semester. As the ESL students participated in the service learning experience, their confidence in the language increased, their cultural and social experiences were expanded, and their affective domains were affected positively. For the ESL students, the service learning activities provided an enjoyable setting in which to learn the second language. According to the journals, diaries, and other feedback provided by both the international students and the native-speaker students, the service learning experience benefited both groups in terms of cultural and social exchanges and information about second language learning. The ESL students especially were excited about the improvements they had made in the use of the second language and the confidence they gained in its use. The researchers emphasized that service learning provided “an opportunity to gain interpersonal and global communicative experiences while enhancing cross-cultural awareness” for both groups of students.
4
Title: “Using Humour in the Second Language Classroom”
Author: Paul-Emile Chiasson, University of New Brunswick (Saint John, NB, Canada)
Source: The Internet TESL Journal, Vol. VIII, No. 3, March 2002
Site: http://iteslj.org/Techniques/Chiasson-Humour.html
Studies have shown that the affective environment is important in second language learning. “…. The use of humour in the classroom reduces tension, improves classroom climate, increases enjoyment, increases student-teacher rapport and even facilitates learning” (Chiasson). Humor can become an effective tool in the second language classroom, but it must be used purposefully with a specific objective and with preparation and planning. Humor creates an environment where students are encouraged to take risks because the fear of being ridiculed, teased, or criticized has been reduced or removed. The article offers guidelines on the use of humor in language teaching and gives an example to illustrate adherence to these guidelines.
5
Title: “Language Learning Strategies in Foreign Language Learning and Teaching”
Author: Murat Hismanoglu, Hacettepe University (Ankara, Turkey)
Source: The Internet TESL Journal, Vol. VI, No. 8, August 2000
Site: http://iteslj.org/Articles/Hismanoglu-Strategies.html
This article discusses the learning strategies as categorized by professionals in the field of language learning. All learners consciously or unconsciously seek strategies to learn new information, and language teachers should address this need. Learning strategies positively influence the affective domain which in turn, enhances language learning. Language learning strategies help the language student to obtain, process, and retrieve information that is learned (Wenden and Rubin). Language teachers should create a classroom environment that addresses the various learning styles of students, teaches effective learning strategies, and provides a wide range of opportunities for utilizing these strategies. Stern defines learning strategies as “broadly conceived intentional directions and learning techniques.” According to Rubin these strategies can be grouped into three categories: learning, communications, and social strategies. Oxford’s, O’Malley’s and Stern’s lists also reflect the strategies in Rubin’s list. Students who use these strategies become successful students and make progress in the second language. Students who are considered “bad” students may also use the same strategies, but are less successful in their language learning because of other factors. Further study needs to be done to identify factors that affect learning when these strategies are used and to identify the relationship between successful learning and learning strategies.
6
Title: “Reflective Practice in Pronunciation Learning”
Author: Gregana Vitanova and Ann Miller, University of Cincinnati (Cincinnati, Ohio, USA)
Source: The Internet TESL Journal, Vol. VIII, No. 1, January 2002
Site: http://iteslj.org/Articles/Vitanova-Pronunciation.html
This study is based on Morley’s statement (1994) that learners must be active participants in language acquisition and that they must be able to assess and modify their learning as they continue to learn the language. Reflective practice, that of giving students the ability to assess and modify their learning even outside of class, must play an important role in learning and teaching. The study sought to encourage self-awareness and learner involvement in improving pronunciation and to collect data on authentic student opinions and perceptions of their learning. Data was collected from three graduate pronunciation courses, two sections of each, and for three quarters at a mid-western university. The students came from various backgrounds and ethnic groups but the majority of students were Chinese and Korean. All had had formal English classes but it may not have included pronunciation classes. The students voiced the following as important aspects of pronunciation learning: the value of phonetic and phonological awareness, meta-cognitive strategies training (active listening and mirroring), the balance between controlled and communicative activities (artificial and authentic English practice and use), and the importance of socio-affective factors in pronunciation teaching (socio-cultural factors for learning the language). According to the authors, the traditional role of the pronunciation teacher must be changed to include how to learn pronunciation and how to analyze strengths and weaknesses to equip the students with strategies that will encourage the creation of confident and accurate speakers of English outside of the classroom environment.
7
Title: “Reasons for Using Songs in the ESL/EFL Classroom”
Author: Kevin Scheopp, Sabanci University (Istanbul, Turkey)
Source: The Internet TESL Journal, Vol. VII, No. 2, February 2001
Site: http://iteslj.org/Articles/Schoepp-Songs.html
Although support for the use of songs is not based on empirical research, the practice has been proven useful in developing a positive affective environment in the language classroom. If one approaches it from the view of improving listening skills and processes, there are patterns that emerge that relate to affective, cognitive, and linguistic reasons for using songs. There are two processes in listening, and they are the bottom-up and the top-down processes (Cullen). Practicing these two processes with songs improves listening comprehension, and this is supported by learning theories. Krashen’s Affective Filter Hypothesis suggests that this affective filter has to be weakened in order for learning to take place and teachers can accomplish this by creating a positive atmosphere. The use of songs is one method of weakening the filter. Songs also assist in the cognitive domain by developing “automaticity,” language fluency (Gatbonton and Segalowitz). And finally, the linguistic reason for the use of songs is to provide exposure to authentic English. Two studies have shown that music is the major source of English for a majority of ESL students outside the classroom. The integration of songs in the language classroom is supported by these three theories of learning.
8
Title: “The Influence of Affective Variables on EFL/ESL Learning and Teaching”
Author: Veronica de Andres, Director and Founder of SEAL-Argentina (Society for Effective Affective Learning)
Source: The Journal of the Imagination in Language Learning and Teaching, Volume VII, 2002-03
Site: http://www.njcu.edu/cill/vol7/Andres.html
The author advocates the integration of the affective and cognitive domains in language learning. In addition, she states that research has shown that students who feel good about themselves are more likely to be successful at their studies. The affective is the emotional side and the cognitive is the mental feature of the human personality and both must be considered in language learning. She refers to Brown’s research that implies that lessons that emphasize the cognitive domain, that focus on rote memorization of drills, dialogues, rules, and patterns may not be effective in the ESL students’ learning if it is not linked to “purposeful context” that addresses the affective domain. The article suggests that studies should be made on the various teaching models/approaches and their effects on the affective domain. The affective variables are difficult to define, but self-esteem, inhibition, motivation, and anxiety have been identified as being influenced by the teacher’s attitude. In language teaching, it is not enough to address the cognitive needs of the students, but the affective domain must be given attention to enhance learning. The development of various models of humanistic education in language learning that integrate the affective and cognitive domains is a direct result of this focus on the affective variables in second language acquisition is.
9
Title: “The Role of Art in Language Learning”
Author: Catriona R. Moore, Judith A. Koller, and Maria Kreie Arago, University of Minnesota
Source: The Journal of the Imagination in Language Learning and Teaching, Volume II - 1994
Site: http://www.njcu.edu/cill/vol2/moore.html
Effective language instruction should address both the cognitive and affective variables. This discussion focuses on the use of “artistically inspired activities” in the teaching of the French language. It is the medium through which language is taught in settings where these activities are student-centered and student-generated. The objective is to address both the affective and cognitive domains of learning. Students participating in creative activities focus on the artistic task and “lose” themselves in it. The language then becomes a means to describe and discuss their creative work. Art evaluation is placed in the appropriate perspective so that students overcome their inhibitions and fears about creating artistic works. The direct results are that the students then perform better on the cognitive tasks and improve their writing and speaking skills.
10
Title: “The Effects of Affective Strategy Training in the ESL Classroom
Author: Marian J. Rossiter, University of Alberta (Edmonton, Alberta, Canada)
Source: TESL-EF Volume 7, No. 2, A-2, September 2003
Site: http://tesl-ej.org/ej26/a2.html
The question in this study is how does affective strategy training affect the students’ perception of second language proficiency and self-efficacy? Previous studies have shown that attention to the affective domain enhances language learning. Krashen proposed that there is an inner barrier that prevents language learning when the student is anxious or bored. The study sought to address overcoming this barrier through affective intervention strategies. Two groups were used in the study. One group was given affective strategy instruction throughout the course. The study found that there was no significant difference in the group scores and noted that the teaching method and style of each instructor significantly affected the scores for each group.
11
Title: “Humanistic Imagination: Soul Food for the Language Class”
Author: Gertrude Moskowitz, Temple University
Source: The Journal of the Imagination in Language Learning and Teaching, Volume II - 1994
Site: http://www.njcu.edu/cill/vol2/moskowitz.html
In this article, the author promotes the use of humanistic techniques with imagination in the language class to promote positive attitudes and increase motivation in learning a language. The humanistic technique of self-disclosure makes use of songs, sculpture, skits, and art to allow the student to discover himself and to reveal himself to others so that it eventually leads to a closer relationship with those in the class. That, in turn, decreases anxiety in the affective domain and increases learning in the second language. According to the author, “…there is a visible difference in an individual when they show, share, and create…it provides fun and good feelings and loosens up inhibitions…” This approach increases their self-esteem and that results in increased improvement and achievement in their language skills.
12
Title: “Reading Attitudes in L1 and L2, and Their Influence on L2 Extensive Reading”
Author: Junko Yamashita, Nagoya University
Source: Reading a Foreign Language, Volume 16, Number 1, April 2004
Site: http://nflrc.hawaii.edu/rfl/April2004/yamashita/yamashita.html
This study sought to determine the relationship between learner’s attitude and learner’s performance in reading. The literature and research on the relationship between L1 and L2 reading was reviewed and the article discussed the linguistic theories that indicated a relationship between L1 and L2 reading. The initial question for the study was, “What is attitude?” Contemporary researchers agree that reading attitude is made up of the cognitive (personal, evaluative beliefs), affective (feelings and emotions), and conative (action readiness and behavioral intentions) components (Reeves (2002). The study focused on the cognitive and affective components and did not include the conative component and investigated the relationship between L1 and L2 attitudes and proficiency and performance in extensive reading. There were 59 Japanese students with at least seven years of formal EFL instruction or experience in the study. The research instruments used were an attitude questionnaire, an L2 proficiency test (TOEIC Reading Section), and the number of books/pages read in an extensive reading program. The questionnaire and TOEIC were administered at the beginning and the end of the semester, and the data from the extensive reading program was determined at the end of the semester. The study concluded that there is a direct correlation between L1 and L2 reading attitudes with learners' performance in extensive reading. And those students with positive attitudes in L1 carried this over into L2 reading and supported the prediction of reading success outside of the classroom environment. The implication is that EFL instructors should make an effort to determine the L1 attitude of the students and seek to develop positive attitudes to aid in the development of proficient L2 readers. The study also indicates that the cognitive and affective domains of reading relate differently in L1 and L2. The transfer of reading attitude is generally supported but “there are different degrees of transferability among the various attitude variables,” for example what they value but not what they feel. The researchers concluded that more studies have to be conducted to identify the specific relationship between the L1 and L2 affect, but the study supported “the transfer of the affective domain of reading from L1 to L2 and demonstrated how L2 learners' affect relates to performance in extensive reading.”
13
Title: “Why Teachers Should Use Timed Reading in ESL Classes
Author: Jeremy Browning, Nagoya University of Foreign Studies (Nagoya, Japan)
Source: Internet TESL Journal, Vol. IX, No. 6, June 2003
Site: http://iteslj.org/Articles/Browning-TimedReading.html
The writer is a proponent of timed reading as a reading program. The article expresses his views on timed reading in ESL classes and the literature on the subject. Statistics reveal that entering ESL college readers usually read at 150 words per minute while good readers read at a rate of 350 words per minute. A timed reading program can benefit ESL students. One of the benefits of increasing reading speed is the promotion of important academic gains. A second advantage is increased comprehension although the writer admits that students may sacrifice comprehension for speed without the training from an “effective” timed reading program. A third advantage is improved academic grades and is related to extra time that is affected by increased reading speed. And finally, he explains that increased reading speed promotes reading enjoyment because it results in extensive reading that increases encounter with new and repeated vocabulary and positively affects other language skills. To improve reading rate, it is essential that the reader receive instruction on the use of reading strategies. Reading strategies that may be taught include pre-reading (or attaining the thesis), phrase reading, predicting, sequencing, skimming, scanning. The use of these strategies then develop what is called “conscious automaticity” and is a result of the constant or habitual use (practice) of decoding strategies in the timed reading program. He explains it this way. “Timed reading forces the re-occurrence of certain, frequent vocabulary to be internalized, which ultimately aids in the speed and comprehension of reading materials. … ESL students will benefit from the use of these timed reading components, but only as long as they have realistic goals, patience and practice in timed reading skills.”
14
Title: “Preparing ESL Students for College Writing: Two Case Studies”
Author: Laureen A. Fregeau, University of South Alabama (Mobile, AL, USA)
Source: The Internet TESL Journal, Vol. V, No. 10, October 1999
Site: http://iteslj.org/Articles/Fregeau-CollegeWriting.html
This article is about two ESL students and their experiences with writing assignments in ESL and Non-ESL classes. The study examined their writing artifacts and discussed their experiences as English writers. Discussions covered the writing processes they used, the responses and comments of professors and instructors, their reflections on the approaches they used, the content they wrote, the effects and differences of approaches learned in ESL and non-ESL courses, the effectiveness of various approaches, and the appropriateness of these approaches to their learning styles. The two women in the case studies were Betsy and Bozena. Bozena was from Europe and had studied several languages. She had a college degree from her country and also had work experience but her English was very limited. Betsy is Hispanic and had learned some English while in her country, and earned her General Education Diploma (G.E.D.) in the United States. Both enjoyed writing in their first languages. At the end of the case study, both students dreaded writing and found it an unpleasant chore except when it was done for a non-ESL class assignment. The author recommends that ESL and non-ESL classes revise and adopt other methods of presenting and assessing writing. Recommendations made by the students and the author included an emphasis on writing processes instead of micro-product emphasis, positive feedback, identifying what the student has done right, versus surface and error correction to promote positive attitudes and develop motivation to complete writing tasks. Dialogue journaling, peer reading, clarifying questions, idea revisions with the instructor in conferences was considered more effective than the instructor’s reworded corrections on the student’s paper. The students complained that many times the reworded corrections had changed the meaning and intention of the students. Relevant topics and assignments such as those found in the liberal arts and science courses were considered more valuable than writing assignments that were given to practice writing and structure. The students emphasized that writing classes should teach style and structure that is functional and can be used in their other writing assignments and that content meaning is of primary importance to ESL writers and should be appropriately addressed.
15
Title: “A Study of High School Students’ English Learning Anxiety”
Author: Zhao Na, Department of College English Teaching, Shandong University of Technology, China
Source: Asian EFL Journal, September 2007, Volume 9, Issue 3, Article 2
Site: http://asian-efl-journal.com/Sept_2007_zn.php
Anxiety has been shown to be one of the most important affective factors in language learning achievement in various college level groups. In this study, 115 Chinese EFL high school students in Shandong Province, China were surveyed, and their responses analyzed for anxiety in English language learning. The students’ average age was sixteen, and all had had 5-8 years of English studies. The findings supported previous research data that there is a high level of anxiety associated with English language learning. The study also indicated that male students’ anxiety levels were higher than the female students’, and that this high anxiety level negatively affected their language learning. Anxiety is classified as trait anxiety, state anxiety, and situation-specific anxiety. This study addressed situation-specific anxiety that is related to language learning. In the study, a questionnaire, the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, and Cope 1986), and the course exams were used to collect data and determine progress and achievement in learning. The FLCA scale is widely used in anxiety studies in language learning and is based on the three causes of language anxiety that research has identified--- communication apprehension, test anxiety, and fear of negative evaluation. The high anxiety levels may be attributed to the students’ entrance levels and skills, the classroom requirements, the teachers’ expectations, and factors related to the Chinese culture on competitiveness. The following are recommendations made by the researchers for high school English language teachers in China. Language teachers should create a positive and encouraging atmosphere in the classroom. They should avoid the emphasis on negative evaluations, and lessen the focus on exams and student ranking. And finally, anxiety in language learning should be addressed and regulated through appropriate strategies, but should not be eliminated entirely because some anxiety positively affects achievement and success in language learning.
16
Title: “Overcoming Affective Barriers for Continuous Language Learning”
Author: Julide Inozu, Seden Tuyan and Emine Cakır Surmeli, Cukurova University (Adana,Turkey)
Source: Asian EFL Journal, December 2007, Volume 9, Issue 4, Article 12
Site: http://asian-efl-journal.com/Dec_2007_ji&st&cs.php
“. . . The affect is a significant predictor of both academic and linguistic success (Horowitz in Woodrow, 2006).” Reilly (1988) describes the affective as those factors and traits related to instruction, culture, and personality. And Thanasoulas (2002) states that learning a foreign language is a different process and experience from that of studying other subjects. There is enough evidence from studies to indicate that affective factors can positively affect language learning. This is a study to identify some of these affective factors and strategies that address the affective domain to enhance academic, social and emotional learning and its effects on students’ language learning motivation. The subjects were 26 students enrolled in a language preparation program at Cukurova University in Turkey. The students were 19 to 24 years of age and had studied English for at least seven years in middle school and high school. The activities and strategies included in the language curriculum utilized “an eclectic approach that is based on the underlying principles of Emotional Intelligence Theory, Cooperative Learning and Neuro-linguistic Programming.” Included in the language curriculum were intervention activities to raise self-realization and awareness of the affective domain, intervention strategies, and learner’s belief about language learning. Pre and post study questionnaires and interviews were used to collect data and then assessed and compared to determine changes in the students’ perceptions of learner beliefs, outcomes, and attitudes concerning current and future language studies in English.
17
Title: “Determinants and Issues in Student Achievement in English at the Lao Secondary Education Level”
Author: Souvannasy Bouangeune (National University of Laos), Masashi Sakigawa (Hiroshima University, Japan), Yukiko Hirakawa (Hiroshima University, Japan)
Source: Asian EFL Journal, March 2008, Volume 10. Issue 1, Article 3.
Site: http://asian-efl-journal.com/March_08_sb.php
This article discusses the results of a study to determine the English levels of Laos students at the secondary level and the factors that affect achievement in language learning. The study was precipitated by the appraisal that the Laos students L2 language learning in English did not indicate significant success or achievement and the government’s policy change that encouraged participation in the world economy and foreign investments. In the study, data was collected via an English test that was created by the researchers and a questionnaire that was given to 1,170 fifth grade secondary students. The questionnaire surveyed the students on basic variables in research of family background, motivation for English study, and educational production. The students in the study had had at least four years of English in the Laos educational system. Students receiving higher scores on the English test were those who had received additional hours of English instruction outside of the regular school periods, indicated positive home support in the study of English, and/or had possession of English textbooks and dictionaries. The results suggest an emphasis on vocabulary study and basic content in the textbooks before exposing the students to higher levels of English, and instruction and directions in L1. Factors contributing to the limited success of English language study include a lack of textbooks, qualified English teachers, and a “well-organized curriculum” (Goh & Vonchith 2003). A contributing factor to the failure of the system is the acceptance and implementation of policies and programs from the foreign donor countries that assume that these programs and policies are right for the country. In many circumstances, these had become an impediment to the ESL education process. The study hoped to assist Laos in creating and formulating an ESL educational system that would improve upon the current situation.
18
Title: “Learner Beliefs and Language Learning”
Author: Rod Ellis, Chang Jiang Scholar of Shanghai International Studies University and University of Auckland
Source: Asian EFL Journal, December 2008, Volume 10, Issue 4, Article 1
Site: http://asian-efl-journal.com/December_08_re.php
19
Title: “Creating and Authentic EFL Learning Environment to Enhance Student Motivation to Study English”
Author: Wen-chi Vivian Wu and Pin-hsiang Natalie Wu, Taiwan Chien-kuo Technology University (Interested in Computer Assisted Language Learning and EFL Environment)
Source: Asian EFL Journal, December 2008, Volume 10, Issue 4, Article 11
Site: http://asian-efl-journal.com/December_08_wcw.php
This study takes place at Chien-kuo Technology University in Taiwan. The researchers are faculty at this university, and they investigated the reasons for the lower scores and ranking of Taiwan students on TOEFL scores, the limited successes in L2, and the lack of motivation in English language learning at the university. The suppositions for the degenerating L2 skills in English were attributed to the lack of an authentic environment to practice and apply the English language skills. The empirical study used the quantitative approach to collect data that revealed the perceptions of the Taiwanese students concerning their EFL learning environment. The environment was described as the physical environment, instructional arrangements, and social interaction. The findings indicated that the students perceived the physical environment as detrimental to their study of the language because of the lack of an appropriate physical environment. The instructional context was affected by this lack of motivation and learning outcomes were lowered or insufficient in the L2. Recommendations made to improve the physical environment included maximizing the use of resources, hiring more teachers, improving peer interaction, increasing access to modern multimedia equipment, and operating and maintaining a functional language lab. In addressing the instructional context, the study recommended that teachers establish open dialogues between themselves and the students and establish the relevancy of the English language on a global scale and address the affective domain relating to theirs and the students’ comfort zones in activities and expectations. More effort needed to be made to create authentic settings to practice English such as establishing an “English Corner” for low-pressure, non-academic activities and meetings to promote the use of language in restaurants, arcades, karaoke, or bowling activities and to provide and arrange for opportunities to meet and interact with native English speakers. The program should also include fun extracurricular activities in non-academic settings such as guest speakers, films, and drama on a regular basis. They encouraged smaller classes and expanded hours in the program to allow teachers to incorporate CLT and cooperative teaching methods. The final recommendation was to provide economic and/or grade based incentives to learn English. These recommendations could provide a much improved learning environment that would then increase motivation and that in turn would improve learning outcomes and inspire the students.
20
Title: “Beyond Beliefs: Psycho-cognitive, Sociocultural and Emergent Ecological Approaches to Learner Perceptions in Foreign Language Acquisition”
Author: Eva Bernat, Macquarie University (Sydney, Australia)
Source: Asian EFL Journal, September 2008, Volume 10, Issue 3, Article 1
Site: http://asian-efl-journal.com/September_08_eb.php
Learner beliefs and the affective domain are key in the learning success of students in second language acquisition. The article discusses research methods or approaches used to identify the factors of the affect and the beliefs of the learners. It also reviews the literature on learner beliefs, the affective domain, and the research methods/approaches in second language acquisition. The writer suggests that research should focus on beliefs and the process of belief formation and its impact on the language learning process and the use of both quantitative and qualitative approaches and methods in these studies. The author also agrees with Ianen (2003) and other researchers that future studies should be done to determine when, how, and in which context beliefs are used to self-regulate language learning. Another area of research interest is the differences between “teacher and learner beliefs” about learning and how it affects student success in language learning. The author suggests that there is also a need to study the “possibility and plausibility of changing learner beliefs in the classroom context” which would then lead to conclusions concerning possible intervention measures and their effectiveness in influencing learner beliefs in the classroom context.
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REFERENCES / ACKNOWLEDGMENTS
1 Barnat, Macquarie (Sept 2004). “Attending to Adult Learners: Affective Domain in the ESL Classroom” Humanising Language Teaching, (No Vol or issue).
2 Thanasoulas, Dimitrio (Nov 2000). “What is learner Autonomy and How Can It Be Fostered?” The Internet TESL Journal, 6(11).
3 Marlow, Stephanie (July 2007). “Creating Authentic Dialog: ESL Students as Recipients of Service Learning” The Internet TESL Journal, 13(7).
4 Chiasson, Paul-Emile (March 2002). “Using Humour in the Second language Classroom” The Internet TESL Journal, 8(3).
5 Hacettepe, Murat Hismanoglu (Aug 2000). “Language learning Strategies in Foreign Language Learning and Teaching” The Internet TESL Journal, 6(8).
6 Vitanova, Gregana and Miller, Ann (Jan 2002). “Reflective Practice in Pronunciation Learning” The Internet TESL Journal, 8(1).
7 Scheopp, Kevin (Feb 2001). “Reasons for Using Songs in the ESL/EFL Classroom” The Internet TESL Journal, 7(2).
8 De Andres, Veronica (2002-03). “The Influence of Affective Variables on EFL/ESL Learning and Teaching” The Journal of the Imagination in Language Learning and Teaching, 7(NA).
9 Arago, Maria K., Koller, Judith A., and Moore, Catriona R. (1994). “The Role of Art in Language Learning” The Journal of the Imagination in Language Learning and Teaching, 2(NA).
10 Rossiter, Marian J. (Sept 2003). “The Effects of Affective Strategy Training in the ESL Classroom” TESL-EF, 7(2, A-2).
11 Moskowitz, Gertrude (1994). “Humanistic Imagination: Soul Food for the Language Class” The Journal of the Imagination in Language Learning and Teaching, 2(NA).
12 Yamashita, Junko (April 2004). “Reading Attitudes in L1 and L2, and their Influence on L2 Extensive Reading” Reading a Foreign Language, 16(1).
13 Browning, Jeremy (June 2003). “Why Teachers Should use Timed Reading in ESL Classes” Internet TESL Journal, 9(6).
14 Fregeau, Laureen A. (Oct 1999). “Preparing ESL Students for College Writing: Two Case Studies” The Internet TESL Journal, 5(10).
15 Na, Zhao (Sept 2007). “A Study of High School Students’ English Learning Anxiety” Asian EFL Journal, 9(3-2).
16 Inozu, Julied, Surmeli, Emine C., and Tuyan, Seden (Dec 2007). “Overcoming Affective Barriers for Continuous Language Learning” Asian EFL Journal, 9(4-12).
17 Bouangeune, Souvannasy (March 2008). “Determinants and Issues in Student Achievement in English at the Lao Secondary Education Level” Asian EFL Journal, 10(1-3).
18 Ellis, Rod (Dec 2008). “Learner Beliefs and Language Learning” Asian EFl Journal, 10(4-1).
19 Wu, Pin-hsiang N. and Wu, Wen-chi V. (Dec 2008). “Creating an Authentic EFL Learning Environment to Enhance Student Motivation to Study English” Asian EFl Journal, 10(4-11).
20 Bernat, Eva (Sept 2008). “Beyond Beliefs: Psycho-cognitive, Sociocultural and Emergent Ecological Approaches to Learner Perceptions in Foreign Language Acquisition” Asian EFL Journal, 10(3-1).
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