Classroom Community: A Prerequisite for Communication

Abstract

This report of participant‐observer research in beginning French and German classes shows that recognition of common ground within the classmom is essential for communication. Without it, exercises, no matter how communicative in intent, will fail to produce communication. A sense of classroom community is a crucial prerequisite to truly communicative interaction.

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

“…Namely, it did not preselect a particular affective variable to investigate nor did it predict possible relationships among the variables. Yet, it is interesting to note that what has emerged in the present study corroborates many findings from earlier studies: 1) adult language learners commonly experience anxiety (Horwitz et al,15;Young 40,41); 2) r e ducing unnecessary anxiety enhances learner motivation and positive attitude toward second language learning (Young 1991b); 3) a high level of anxiety can be caused by unsuccessful and negative experiences in the past (Maclntyre and Gardner 1989); 4) success in language learning promotes positive attitudes toward language learning (Savignon 1976;Burstall 1975); 5) fostering a learning community is critical for communicative language learning, (Little and Sanders;1989); and 6) activities that are anxiety-reducing for a majority of learners can be anxiety-producing for some learners due to their beliefs and/or individual learning styles (Koch and Terrell 1991).…”

Content‐Based Foreign Language Instruction In the Middle School: An Experiential Learning Approach

“…The classroom climate must be such that students feel secure and supported when they encounter difficulties (Sherer & Biemel 1987). Little and Sanders (1989) suggest that "communication does not actually take place in the classroom unless the language learners are a community" (277).…”