Encouragement and Building Confidence

Ulrike BavendiekThe University of Liverpool

WORKSHOP: TEACHING LANGUAGES AB INITIO

12 NOVEMBER 2009

The School of Oriental and African Studies

London

The role of affect and emotion in foreign language learning

The challenges of HE ab initio language learning in particular

The role of confidence in ab initio language learning

From theory to practice: Building confidence and sustaining motivation in the classroom

Dimensions of learning

In HE, we have for too long been ‘educating from the neck up’ (Rogers 1975: 40), at the expense of the affective, social and physical dimension of the learner.

The role of affect and emotion Emotional reactions influence the

attention and effort devoted to learning (Schumann 1997:8) = motivation

The challenges of HE ab initio language learning Intensive, fast track progression -

Much ground is covered in a relatively low number of contact hours:

- vocabulary- grammar (new concepts)- grammar (to memorise)- little opportunity to practice oral, aural,

reading and writing skills- cultural skills

The challenges of HE ab initio language learning Reliance on and fostering of independent

learning skills In many institutions, learners (soon) have to

compete with post-A level learners Not all learners may be able to cope with

the demands (language learning aptitude) Even good learners may feel overwhelmed

and out of control A feeling of control is crucial for confidence

and sustaining motivation

The challenges of HE ab initio language learningLearners need to be highly motivated and

able to sustain their motivation throughout the course

YETMotivation is difficult if the learners feel

out of control

Increasing confidence through the feeling of control Attribution theory: Individuals tend to

‘search for understanding, seeking to discover why an event has occured’ in order to maintain or build self-esteem (Weiner 1984:18)Dimensions locus of causality

causal stability internal external

stable ability task difficulty

unstable effort luck

Taxonomy of attributional causes (Weiner 1980)

Increasing confidence through the feeling of control Assure learners that the task is manageable

(task difficulty), especially for ‘hard’ languages (German, Arabic, Chinese etc.).

Be clear about the effort they need to put in. Be clear about the aims and objectives. Distinguish between learning challenges

(difficult vs. hard/’tough’). Point out progress regularly. Discuss feelings of failure, loss of control,

lack of confidence etc. openly.

Increasing confidence through the feeling of control Reassure them that some lack of control

is to be expected in language learning. Discuss learning and teaching skills and

strategies. Try to create open, trusting relationships

between individual learners and learners and teachers.

From theory to practice: Building confidence and sustaining motivation in the classroom Motivation has a ‘dynamic cyclic

relationship with learning experiences and success’. (Ushioda 1996:10)

The teaching and learning environment directly influences motivation.

Teachers can:- develop a positive classroom

environment and- promote motivational thinking.

The role of affect and emotion Scherer (1984) postulates that an event

is evaluated on the following: novelty, pleasantness, the relevance to the individual's needs and goals, the individual's ability to cope with the event, and the compatibility of the event with socio-cultural norms or with the individual's self concept.

References

Rogers, C. (1975) ‘Bringing together ideas and feelings in learning’ in D. Read and S. Simon (eds) Humanistic education sourcebook Englewood Cliffs, NJ: Prentice Hall. 40-41.

Scherer, K.R. (1984) ‘Emotion as a multi-component process: A model and some cross-cultural data’ in P. Schaver (ed.) Review of personality and social psychology: vol. 5 Emotions, relationships and health Beverly Hills: Sage. 37-63.

Schumann, J. (1997) The neurobiology of affect in language Boston: Blackwell.

Ushioda, E. (1996) The Role of Motivation Dublin: Authentik.

References

Weiner, B. (1984) ‘A theory of student motivation’ in R. Ames and C. Ames (eds) Research on Motivation in Education London: Academic Press pp 15-38.

Weiner, B. (1980) Human Motivation. New York: Rinehart & Winston.