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Builder Learner Confidence

Builder Learner Confidence. Before we start…. Please stand up and tell us your name and … Your favourite movie Or The last movie you saw Or The first movie you ever saw at a cinema Everyone will try to remember . Overview. Why focus on “confidence”? Types of language learners

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Builder Learner Confidence

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  1. Builder Learner Confidence

  2. Before we start… • Please stand up and tell us your name and … • Your favourite movie Or • The last movie you saw Or • The first movie you ever saw at a cinema • Everyone will try to remember

  3. Overview • Why focus on “confidence”? • Types of language learners • Learners needs • Teacher’s role in building confidence • Strategies to build confidence • Final thoughts/ Summary

  4. Confidence bridges • Apollo’s keyword for 2012 is confidence • From a business standout… • In an increasingly competitive market consumers look for companies/products that they trust • We must inspire confidence in our partners/customers • From an academic standpoint… • It is not enough to simply teach English • We must also build the confidence of our students

  5. “To learn a new language one must have a face of thick skin and a large, powerful liver” -Old Chinese proverb-

  6. Types of language learners (cognitive) • Many ways to categorize learners such as… • Visual / Auditory / Kinesthetic • Left Brain / Right Brain • Meaning-oriented / Theory-oriented / Solution-oriented / Activity-oriented • Global / Analytical • Useful for breaking down language, structuring lessons and activities but…

  7. Types of language learners(affect/emotion) • Another way to analyze learners is to focus on affect • This includes aspects of emotion, feeling and attitude • According to a paper called “L2 Learners’ Anxiety, Self-Confidence and Oral Performance” … • EFL/ESL research and attention traditionally focused on the cognitive aspects of the learner • Affective aspects of language learners may have a massive influence upon a language learners processes • Thus, an greater understanding of affect in foreign language teaching can lead to more effective teaching and learning • So how do we break down learners in regard to affect???

  8. Uninhibited (confident) vs Inhibited (shy) Uninhibited Inhibited An Inhibited language learner…? • An uninhibited language learner…?

  9. Uninhibited (confident) vs Inhibited (shy) Uninhibited Inhibited An Inhibited (shy) language learner… Often feels anxious Is afraid to guess/make errors Seldom seeks clarification Avoid giving answers (even when they know) Often gets frustrated • An uninhibited (confident) language learner… • Does not feel anxious • Is willing to guess/ make errors • Often seeks clarification • Relishes giving answers • Is patient

  10. ? What would be the easiest way to help our students overcome their inhibitions?

  11. Uninhibited vs Inhibited • One infamous study of inhibition in language learning (Guiora 1972) involved two groups of students at a large university. • One group received cups of plain fruit punch, the other group received cups of fruit punch containing one and a half ounces of vodka. • After drinking the punch, the students went to a language laboratory and did an exercise involving pronunciation of words in Thai. • Sure enough, the experimental group of vodka drinking students performed significantly better that the control group.

  12. Warning! Apollo does not endorse the use of alcohol as a teaching aid! So what else…?

  13. “you and me baby we ain’tnothin but mammals…” -Bloodhound Gang-

  14. Learner Needs = Human Needs • All learners share some basic needs • The need to be acknowledged and given respect/territory • The need to be accepted or approved of • Even though different cultures show respect and approval in different ways… • These needs are universal!

  15. ? What is the sweetest, most important word in the English language?

  16. Acknowledgement • A person’s name is to him or her the sweetest most important word in any language • Its not enough to say “you” • Remember students names (even if it takes a while) • Say them often • Use strategies to remember names

  17. ? How else can we give students acknowledgement and territory?

  18. Acknowledgement “If people don’t notice me it’s easy to pretend that I’m invisible” -chronic shyness sufferer- • Other ways that we acknowledge students… • Individual greetings (inside and outside of class) • Eye contact • Smiling/facial recognition • Listening

  19. Territory “Being the center of attention is like walking out into a busy intersection when everyone is revving their engines” –chronic shyness sufferer- • “Territory” in an efl classroom can mean space, and airtime • It’s our job to act as traffic controllers by • Protecting students personal space • Calling on individual students equally • Coaxing more inhibited students • Quieting the more confident/over enthusiastic students where necessary

  20. ? How can we give students acceptance and approval?

  21. Acceptance • Students need to be accepted by their teacher and their fellow students as a wanted member of the group • We can do this through… • Allowing them to “look good” in front of others by allowing them to show what they already know • Using their examples and expanding upon their input • Encourage students to talk about themselves (we trust/accept who we know) • Welcoming new students (into the pack)

  22. Approval A study on positive reinforcement once found… So… if we believe our students are good and are capable of doing well, and we tell them (and show them) that they are great, they WILL become better • We show approval with … • Our words (yes and not no) • Our voice • Our facial expressions • Our gestures • Our eyes

  23. Approval task Absquatulate: To leave or abscond with something. Absquatulate

  24. Putting it all together • Each group member will speak for two minutes (timed) • All other group members will listen and ask questions where appropriate • Listeners show genuine interest and make the speaker feel like they are saying the most interested amazing things ever uttered

  25. Remember! • Your job is not over when you finished speaking • When you listening you are not thinking about what you are going to say • You are not faking interest! You are genuinely interested and exited!

  26. Final thought The same professor once told me…

  27. Summary • Our learners aren’t robots • Building their confidence is important • They have basic human needs • The need for acknowledgement and respect • The need for acceptance and approval • Create a nurturing learning environment and build relationships with individual students • Saying their names/welcoming them • Giving them time and space • Listening to them • Continual positive reinforcement

  28. Links • http://sdkrashen.com/SL_Acquisition_and_Learning/index.html • http://www.teflteachthai.com/Building_Student_Confidence_in_the_Teacher.html • http://vlc.missouristate.edu/languagelearning/goodlearner.asp

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