Adult Language Learners' Affective Reactions to Community Language Learning: A Descriptive Study

Abstract

The importance of affective variables in the language learning experience has become prominent in recent literature and research. A review of the literature has revealed that since 1970, more than 100 empirical studies have been conducted. Most of these studies are quantitative in nature. The present study, however, is qualitative. It uses as its data, graduate students' self‐report papers about their Community Language Learning (CLL) experience. These reflection papers revealed three affective variables–anxiety, motivation, and attitude. The findings in this study confirm existing research which indicates that affective barriers can be responded to positively by approaches, methods, and techniques which focus on 1) a supportive environment; 2) a nonjudgmental teacher attitude; 3) peer support; 4) activities that relate personally to learners; and 5) activities that facilitate individual and community achievement.

Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English: A Qualitative Analysis of EFL Learners in China

“…The model also suggests a bidirectional relationship between foreign language anxiety and motivation. Consistent with several previous studies (Ely, 1986; Lalonde & Gardner, 1984; Phillips, 1992; Samimy & Rardin, 1994), students' anxiety and motivation interacted with each other and both, in turn, were perceived to affect language learning. These relationships imply that lowering students' anxiety levels might also enhance their interest and motivation in language learning.…”

Eği̇ti̇m Fakültesi̇nde Yabanci Di̇l Dersi̇ Alan Öğrenci̇leri̇n Yabanci Di̇l Dersi̇ne Yöneli̇k Tutumlarinin Ve Sinif Kaygilarinin İncelenmesi̇

“…Öğrencilerin dersi ve hocayı sevmek hakkındaki ifadeleri yabancı dersinin olumlu etkileşimle daha kolay gerçekleşebileceği ve kaygının azaltılabileceği şeklinde yorumlanabilir. Samimy ve Rardin (1994) grup dayanışmasının (öğrenci -öğrenci, öğrenci -öğretmen) kaygı gibi duygusal engelleri kaldıracağını ve dil öğrenme sürecini iyileştireceğini belirtmişlerdir. Kendi sorumluluklarına ilişkin ifadelerinin (f=25) ise kendilerini tanıma ve algılama biçimleriyle ilgili olduğu söylenebilir.…”

The Fluency Way: A Functional Method for Oral Communication

“…Distinctively, this method decrees that the instructor is the "counselor" supporting the learner's well-being. As "counselor," the instructor shows consideration to the students' apprehension towards the threat in language learning and displays compassion (Samimy & Rardin, 1994). The following are some distinctive tasks involved in CLL: little conversation circles, transcription of the student-generated text, meta-card games, minor group tasks, and reflections after listening sessions.…”