Affect * in the Second Language Classroom: How to Create an emotional climate conducive to successful language learning
Paula Kristmanson, Research officer, Second Language Education Centre, University of New Brunswick
As those of us who have learned a second (or third or fourth) language know all too well, learning that language effectively requires a supportive atmosphere. In order to take risks, you need a learning environment in which you do not feel threatened or intimidated. In order to speak, you need to feel you will be heard and that what youre saying is worth hearing. In order to continue your language learning, you need to feel motivated. In order to succeed, you need an atmosphere in which anxiety levels are low and comfort levels are high. Issues of motivation and language anxiety are key to this topic of affect in the second language classroom. In this article, I will discuss these issues and others and discuss how they relate to helping teachers (and students) to create an emotional climate conducive to successful language learning.
Early research into motivation often looked at the reasons why students were entering the second language learning setting (e.g., Gardner & Lambert, 1972). These studies did not often examine the day to day motivation of students and the sorts of factors affecting their success or lack thereof. Affective factors can certainly play a large role in influencing the on-going language learning experience of language learners. In a study I conducted in 1994, adult learners pointed out that emotions such as stress, feelings of failure as well as positive ones such as enjoyment and feelings of success influenced their learning. Although some of these factors were related to situations outside the learning environment, some were directly related to what was happening in the classroom. Factors such as level of difficulty of material being presented, the kinds of activities used, the mood of the classroom, support of classmates, and encouragement of the teacher were often mentioned by students as having an effect on their motivation. The following comments illustrate the way that some learners interpret the role of affect in their language learning experience:
"You may as well enjoy yourself. If you are in a good atmosphere you are always learning something."
"When everyone is having fun, I find that you have a really positive attitude and I find they talk more. The whole class talks more and we are in a good mood we can make fun of each other and laugh and learn from it rather than be embarrassed when were laughing, were learning."
"I find that a relaxed atmosphere is more conducive to my learning and utilizing French I think we are very fortunate with our instructor because she is very easy going, very fun-loving and she gets us talking and thats what its all about."
"We are treated with respect and are expected to participate to the best of our abilities but we are not pressured, we are encouraged"
"Sometimes I understand very little and feel overwhelmed I felt I didnt know enough vocabulary to participate."
"I find that if they put us in competition thats when the challenge becomes a difficulty
If I know I cant win, Ill quit."
All of these statements address affect in the second language classroom. On the positive side, a relaxed atmosphere where students can take risks and make errors without fear of embarrassment or negative repercussions seems to be important to many learners. Also, being able to have fun while learning has a significant impact on some learners. Often this word "fun" concerns teachers as if "having fun" means somehow that a class is either off-task or out of control. But it is important to keep in mind that most students do not want to be entertained; they want to be engaged. A teacher need not be concerned that having fun means dreaming up laugh-a-minute activities but rather it means creating a varied curriculum which is experiential in nature and allows for creative and spontaneous involvement of students. Creating a rigid curriculum which is not student-centred can often take the potential for "fun" out of the equation.
On the negative side, students can feel frustration and a sense of failure when the material is out of their grasp. Vygoskys theory of the "zone of proximal development" reminds teachers to provide a challenge to their learners but to also ensure that the new learning is linked to past learning and that students are equipped with the tools necessary to meet the challenge. As another example of negative affect, some learners feel anxiety when they are pitted against fellow learners in a competitive setting. Although the use of games can provide an excellent opportunity to "play" with language, an overly competitive situation can have disastrous results for some learners. Shrum and Glisan (1993) note that "competition in language learning may result in feelings of anxiety, inadequacy, hostility, fear of failure, guilt and too strong a desire for approval (p. 200)" They go on to say that cooperative strategies are much more conducive to building self-esteem and increasing motivation.
Good language learner research tells us that these types of students are willing to communicate, to seek out opportunities communicate and to practice (Stern, 1975, Rubin, 1985). Possibly some learners are predisposed to have these desires, but more often than not we can help to nurture "good language learners" by creating the kind of affective environment which encourages these sorts of behaviours. Good language learners also display positive attitudes toward the second language and its native speakers (Stern, 1975). They have also reported having very positive feelings about their former language teachers and former language learning settings (Reiss, 1985). Teachers need to remember that students feelings about their language learning environment, can have direct impact on their success and on their decision to continue language learning in the future. Creating an affective environment which makes students want to come back for more, may have positive effects on future attitudes toward the language and toward language learning. Two Core French teachers recently made the same comment a similar comment to me- "youve got to make it fun- they might not like French but they should want to come to your French class. Maybe down the road this will affect their overall feeling about the language." In our sometimes politically and emotionally charged second language learning classrooms of New Brunswick, it may be worthwhile for teachers to consider these statements.
As mentioned, attitudes can also play a significant role in the language learning classroom. As Krashen (1985) has proposed, attitudes can act as barriers or bridges to learning a new language and are the "essential environmental ingredient" for language learning (Tse, 1997, p. 706). Krashen (1982) states that learning can only happen if certain affective conditions (e.g., positive attitudes, self-confidence, low anxiety) exist and that when these conditions are present input can pass through the "affective filter" and be used by the learner. It has also been noted that learners who feel that their cultural group or self-identity is being threatened in any way in their language learning environment, can experience language anxiety (Horwitz, Horwitz, & Cope, 1986). As language teachers, one of our most difficult challenges is to create an environment where positive attitudes toward the language flourish while not make students feel that their maternal language and culture is in any way less important. The cultural syllabus of the National Core French Study reminds us that while it is important to include activities related to the target culture specifically, it is also important to deal with culture in a general way in the context of the second language classroom. That is to say, while a French teacher will most definitely include activities and units which focus on "la francophonie" at home and abroad, she will also give students opportunities to explore their own cultural heritage with the second language as a means of communication. Once again, it is important to reiterate that when students feel their thoughts, feelings and beliefs are valued, their emotional well-being is influenced in a positive way. In a recent article (Tse, 1997), this hypothesis was affirmed. Positive attitudes and a sense of pride were reported among students who had been given the opportunity to share their culture in the SL learning milieu.
Error correction is another relevant topic related to creating a positive affective climate in your classroom. Choosing error correction strategies which do not put the student in an embarrassing or singled-out position go a long way to make the student feel comfortable to take risks in your language classroom. Terrell (1985) found that correcting errors in a direct way, does not help students to correct future mistakes but can lead to frustration and make the student focus on form not meaning. This statement is echoed by Shrum and Glisan (1994) who conclude that "the research generally indicates that overt error correction by the teacher is ineffective and may actually impede student progress." (p. 188). Lyster (1999) proposes that when students attention is drawn overtly to form within a meaningful context, errors can be corrected with no adverse consequences to the affective environment.
Using more natural approaches (i.e., those often used in maternal language development) such as asking clarifying questions, rephrasing the statement in the correct manner, and creating situations where students can negotiate meaning, create less stressful language learning environments. Self-correction and peer correction have also been viewed as effective and positive means of addressing the issue of errors (e.g., Calvé, 1994) and more importantly, for the purpose of this discussion, are less intimidating for students. Calvé (1994) also cautions teachers not to interrupt students in order to correct errors. From the affective perspective, this seems logical as doing so would definitely undermine the students confidence. Correcting errors is one way of giving feedback to your students but teachers need to also incorporate other feedback strategies into their teaching. Statements such as "Can you tell me more" or "Très intéressant" can show students you are listening and encourage them to focus on meaning (Kramsch, 1987). When students receive feedback of this sort, it boosts their confidence and validates their contributions.
As can be concluded from this brief discussion, there are many issues to be considered when attempting to create a positive affective climate in your second language classroom. Everything from your attitude toward your students to the way you correct errors contribute, for better or worse, toward the emotional atmosphere of the learning environment. Teachers cannot , of course, be expected to make all students "happy" all the time but they can certainly strive toward reducing tension and anxiety and setting-up a climate where all students feel welcome and respected. The following suggestions summarize some of the major issues at play related to this complex topic of affect.
Some effective suggestions for affecting the affective climate
of the second language learning environment.
References
Calvé, P. (1992). Corriger ou ne pas corriger, là nest pas la question. Canadian Modern Language Review, 41 (3), 511-523.
Gardner, R.C. & Lambert, W. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House Publishers.
Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign Language Classroom Anxiety. Modern Language Journal, 70 (2), 125-132.
Kramsch, C. (1987). Interactive Discourse in Small and Large Groups. In W. Rivers (Ed.),. Interactive Language Teaching (pp. 17-30). Cambridge: Cambridge University Press.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S. (1985). The input hypothesis: Issues and Implications. New York: Longman.
Kristmanson (1993). Motivation and the Adult Second Language Learning Environment. Unpublished masters thesis, University of New Brunswick, Fredericton, NB.
Lyster, R. (1999). La négociation de la forme: la suite mais pas la fin. Canadian Modern Language Review 53 (4), 355-384.
Reiss, M.A. (1985). The Good Language Learning: Another Look. Canadian Modern Language Review, 41 (3), 511-523.
Rubin, J. (1975). What the Good Language Learning Can Teach Us. TESOL Quarterly, 9 (1), 41-50.
Shrum, J.L & Glisan, E.W. (1994). Teachers Handbook: Contextualized Language Instruction. Boston, MA: Heinle and Heinle Publishers.
Stern, H. H. (1975). What can we learn from the Good Language Learner? Canadian Modern Language Review, 31 (4), 304-318.
Terrell, T. (1985). The Natural Approach to Language Teaching: An Update. Canadian Modern Language Review, 41 (3), 461-479.
Tse (1997). Affecting Affect: The impact of ethnic language programs on students attitudes. Canadian Modern Language Review, 53 (4), 705-728.