Articles 005

Promoting Learners' Speaking Ability by Socioaffective Strategies

Chou, Yen-Lin
yenlinch [at] usc.edu
The University of Southern California (Los Angeles, California, USA)

This paper aims to point out the efficiency of socioaffective strategies on Asian students' speaking competence. This paper outlines the level of strategy use by language learners and particularly emphasizes on the use of socioaffective strategies that language learners frequently overlook. By adapting the five phases of the CALLA instructional sequence (Chamot & O'Malley, 1994; Chamot et al., 1999, as cited in Chamot, 1999), the paper illustrates a useful way for language learners (especially Asian learners) and teachers to know how to make good use of soicoaffective strategies in promoting speaking ability.

Introduction

Language learning strategies are broadly conceptualized as cognitive, metacognitive, and socioaffective strategies (O'Malley & Chamot, 1990; Oxford, 1990). Students consciously or unconsciously employ language learning strategies in language learning. Nevertheless, a number of research studies (Chamot & Küpper, 1989; Goh & Kwah, 1997) have discovered that students rarely utilize socioaffective strategies. These studies provide the evidence that learners overlook the efficiency of socioaffective strategies (Chamot & Küpper, 1989; Goh & Kwah, 1997).

All too often, language learners neglect the effectiveness of socioaffective strategies. Therefore, the integration of socioaffective strategies into classes should be taken into serious consideration. The paper stresses on those following issues:

• What effective applications can language teachers integrate socioaffective strategies into classes in order to promote Asian students' speaking ability?
• What useful implications can language learners and teachers employ when using language learning strategies in language learning?

The Efficiency of Socioaffective Strategies for Asian Students in the ESL Environment

Learning how to speak English fluently and accurately is always a grand task for Asian students who study abroad. Due to the significance of interaction between the instructor and students, students and students at U.S. education institutions, speaking competence can hardly be overvalued. However, because of the limitation of speaking competence and the influence by Confucianism, some Asian students are not inclined to express opinions in class; some appear conservative and uncomfortable, and seldom ask questions that they do not understand (Brice & Roseberry-Mackibbin, 1999; Lim, 2003). In other words, "influenced by Confucianism, students tend to value quietness, and be less opinioned" (Lim, 2003, p.1). Commonly, they rarely ask questions even though they do not understand the content that the instructor lectures, and they seldom express their own opinions (Lim, 2003). Lack of speaking competence prohibits the opportunities for Asian students to interact with the instructor and peers in the ESL classroom. Moreover, due to the difference between Asian and the United States' educational systems, Asian students are likely to express a conflict with peers and the instructor in the ESL classroom (Lacina, 2001).

Because the teaching and learning styles in the United States are student-centered, dynamic and lively way to learning and teaching, discussions and communications naturally occur in the classroom (Lacina, 2001). Without the target language speaking competence and strong motivation, Asian students have a propensity to talk to each other in their native language and murmur when encountering questions (Lim, 2003). These behaviors suggest Asian students have difficulties engaging in the classroom activities and discussions without the speaking competence and motivation. As a result, both language teachers and learners should take into account knowing how to use socioaffective strategies to advance learners' speaking ability and simultaneously help those learners actively engage in the classroom activities.

Researchers (O'Malley, Chamot, Stewner-Manzanares, Russo, & Küpper, 1989, as cited in Chamot, 1993) have studied the results of language learning strategies that were taught to English as a second language (ESL) learners in numerous different tasks, including vocabulary, listening, and speaking tasks. The outcomes of the studies reveal that language learning strategies are primarily of benefit for the speaking task (Chamot, 1993). It is patently attainable for learners to accomplish the goal of communicative competence in the target L2 by language learning strategies. Additionally, Bialystock (1978) recognizes that when learners communicate in the target L2, they can consciously apply language learning strategies in order to deal with the difficulties they encounter.

As commonly accepted, socioaffective strategies are the strategies that help learners regulate and control emotions, motivations, and attitudes towards learning, as well as help learners learn through contact and interaction with others (O'Malley & Chamot, 1990). For example, by means of soicoaffective strategies, language learners can lower anxiety by using some mental techniques and solve problems through teacher-student or peer interactions (O'Malley & Chamot, 1990). Therefore, socioaffective strategies can be regarded as a useful approach for Asian learners to accelerate their speaking competence and vigorously interact with native speakers and instructors in the ESL classroom.

Various researchers have devoted themselves to identifying the strategies used by students. Some Researchers (Chamot & Küpper, 1989) assert that the cognitive strategies are the most frequently used strategy. Meanwhile, learners apply far fewer metacognitive than cognitive strategies, and seldom employ socioaffective strategies. Some researchers (Goh & Kwah, 1997) report high use of metacognitive strategies and low use of socioaffective strategies; in other word, students regularly employ metacognitive strategies in language learning and rarely utilize socioaffective strategies. The previous research studies have shown a consistent perspective that language learners tend not to use socioaffective strategies in language learning.

Those previous research studies tell us that language learners are apt to use confined learning strategies and socioaffective strategies are frequently overlooked by learners. Consequently, the paper aims to provide Asian students and language teachers with an effective way to successfully promote speaking competence by means of socioaffective strategies.

Applications and Recommendations for Language Teachers and Learners

In order to help students recognize the power of socioaffective strategies, assist Asian students to improve their speaking competence, and stimulate Asian students' motivation to master their speaking competence, educators can constantly carry out the strategy research and integrate socioaffective strategies into class (Kinoshita, 2003). There are five phases that the teacher and learners can follow (adapted from the five phases of the CALLA instructional sequence, Chamot & O'Malley, 1994; Chamot et al., 1999, as cited in Chamot, 1999).

Firstly, the teacher needs to diagnose learners' level of strategy use. The Strategy Inventory for Language Learning (SILL, Oxford, 1990, p.293-300) questionnaire can be utilized to determine learners' use of language learning strategies because questionnaires are "cost-effective and easy to administer" (McDonough, 2001, p.2).  In these previous research studies, the results show that students seldom use socioaffective strategies. Therefore, the particular attention is needed for the teacher to notice whether learners neglect of utilizing socioaffective strategies.

Secondly, the teacher can offer learners knowledge to know the characteristics, effectiveness, and applications of socioaffective strategies. In this stage, it is essential for the teacher to present each strategy with a specific explanation and help learners know how to use each strategy in a given situation (Chamot, 1999). For example, the teacher can teach learners to try to relax when they are afraid of speaking English. Meanwhile, the teacher is supposed to "weave strategy into regular classroom events in a natural, and comfortable way" (Oxford, 1996, p.39, as cited in McDonough, 2001) and create the supportive and encouraging environment for language learners.

Thirdly, in order to offer hands-on practice for Asian students to use socioaffective strategies, collaborative works with classmates are effective in this phase (Chamot, 1999). The teacher assigns students into several small groups consisting of at least one native speaker. Learners in each group can exchange opinions of different cultures, share their learning experiences, as well as complete a certain task. Another application in this stage is to encourage Asian students to have an individual meeting with the teacher. During the meeting, the teacher can have relaxed conversations with Asian students and try to understand the difficulties they encounter while studying abroad. The teacher provides opportunities for Asian students to express their feelings in English and to practice their English-speaking skills that are the powerful ways in which to accomplish the use of socioaffective strategies.

Fourthly, giving Asian students chances to evaluate the usefulness of socioaffective strategies is critical in this phase (Chamot, 1999). The teacher can apply group or individual interviews, questionnaire, and open-ended questions for Asian learners to express their feelings towards using socioaffective strategies (Chamot, 1999). For example, the teacher can ask Asian learners "Do you think talking to native speakers can improve your English speaking competence?" Therefore, both students and the teacher can evaluate whether socioaffective strategies affirmatively influence Asian students' speaking competence and motivation or not.

Finally, the optimal goal of language learning strategies is to guide students to become better, autonomous, and confident learners (Chamot, 1999). In order to encourage students to depend more on themselves instead of the teacher, the teacher needs to ask students to use those effective socioaffective strategies in the classroom contexts and in daily life as well. Obviously, it takes time for learners to know how to successfully incorporate socioaffective strategies in language learning. Language teachers need to give language learning strategy instruction patiently, and learners are required to use the strategy consistently. It is hoped that learners can utilize socioaffective strategies whenever they speak English even without the teachers' supervision.

Implications for Language Teachers and Learners

First, a practical implication is that Asian students are supposed to know how to use a wide variety of language learning strategies, as well as understand how to use language learning strategies flexibly. Language learners tend to use confined and fixed language learning strategies (Fedderholdt, 1998). In language learning, it is indispensable for learners to reflect on their own learning process, and habitually estimate whether the use of language learning strategies is effective for improving their language proficiency or not (Fedderholdt, 1998). From previous research studies (Chamot & Küpper, 1989; Goh & Kwah, 1997), it is undoubted that learners overlook the efficiency of socioaffective strategies. Consequently, language learners are supposed to put particular attention to noticing whether they disregard the use of socioaffective strategies. Meanwhile, language teachers should concentrate on integrating language learning strategy training in class and explain the effectiveness of each strategy (Chamot, 1999). Every student has potential to become a successful learner and achieve the success of language tasks when obtaining the knowledge of acting wisely in choosing which strategies to integrate.

Second, another implication is that applying language learning strategies in the language classrooms should be treated as a long-term instruction. There is no positive variation between learners' speaking competence and the use of socioaffective strategies in a short period of the treatment. The successful acquisition of the speaking competence can be achieved only on condition that language teachers give the strategy use instruction patiently, and learners employ socioaffective strategies continuously.

Finally yet importantly, special efforts should be concentrated on helping improve Asian students' motivation to learn English-speaking competence. Language teachers can provide Asian students with practical practice and reinforcement of the use of socioaffective strategies (Kinoshita, 2003), such as co-operating with classmates and teachers. These activities increase learners' motivation and efforts to master English-speaking competence. Language learners can integrate socioaffective strategies not only in the classroom contexts but also in everyday life (Chamot, 1999). Looking for opportunities to have conversations with native speakers, encouraging oneself with a reward when performing well in speaking English, and asking questions in English can effectively help learners to stimulate their motivation to master English-speaking competence.

Conclusion

For promoting English ability, receiving higher education, and developing the international perspectives, the population of Asian students has increased steadily in American colleges and universities recently. It is clear that Asian students bear much anxiety and pressure while studying abroad (Parr et al., 1992). According to plenty of research studies (Parr et al., 1992), international students with better language proficiency can adjust to the foreign environment more easily.  Therefore, how to advance learners' language proficiency has always been a major mission in the profession of TESOL. 

From this article, it is obvious that socioaffective strategies can be considered as an effective approach to accelerate Asian learners' speaking competence as well as their learning motivation. Both language teachers and learners are supposed to evaluate whether socioaffective strategies are being overlooked or not. Moreover, socioaffective strategies should be fully integrated into classroom contexts and everyday learning. Only when Asian students know who to make good use of socioaffective strategies in both the ESL classroom environment and everyday life can they improve the speaking competence and motivation.

References

• Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28, 69-83.
• Brice, A. & Roseberry-Mckibbin, C. (1999). Turning frustration into success for English language learners. Educational Leadership, 56(7), 53-55.
• Chamot, A. & Küpper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
• Chamot, A. (1993). Student responses to learning strategy instruction in the foreign language classroom. Foreign Language Annals, 26(3), 308-320.
• Chamot, A. (1999). Learning strategy instruction in the English classroom. Retrieved June 2, 1999, from http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/99/jun/chamot
• Fedderholdt, K. (1998). Using diaries to develop language learning strategies. Retrieved April 20, 1998 from http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/apr/
• Goh, C., & Kwah, P.F. (1997). Chinese ESL students' learning strategies: A look at frequency, proficiency and gender. Hong Kong Journal of Applied Linguistics, 2, 39-53.
• Kinoshita, C. (2003). Integrating language learning strategy instruction into ESL/EFL lessons. The Internet TESL Journal, 11(4), 1-6. Retrieved April 10, 2003, from http://iteslj.org/Techniques/Kinoshita-Strategy.html
• Lacina, J. (2001). Cultural kickboxing in the ESL classroom: Encouraging active participation. The Internet TESL Journal, 7(10), 1-3. Retrieved October 6, 2001, from http://iteslj.org/Techniques/Lacina-Kickboxing
• Lim, H.Y. (2003). Successful classroom discussions with adult Korean ESL/FL learners. The Internet TESL Journal, 11(5), 1-3. Retrieved May 12, 2003, from http://iteslj.org/Techniques/Lim-AdultKoreans.html
• McDonough, K. (2001). Promoting self-regulation in foreign language learners. Clearing House, 74(6), 323-326.
• O'Malley, M. & Chamot, A. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
• Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
• Parr, G., Bradley, L., & Bingi, R. (1992). Concerns and feelings of international students. Journal of College Student Development, 33, 20-25.                      
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• Tips on Studying a Foreign Language

  Learning another language is not easy, but most people can learn a second language IF they are willing to put in the necessary time. Here are some practical suggestions for studying effectively, overcoming anxiety, and learning the grammar and skills necessary for success in foreign language classes.

  1. STUDY EVERY DAY! A foreign language course is different from any other course you take. Language learning is cumulative: you cannot put it off until the weekend. Study 1 or 2 hours for every class hour if you want an A or B.
  2. DISTRIBUTE YOUR STUDY TIME in 15- to 30-minute periods throughout the day. Focus on a different task each time: vocabulary now, grammar next, etc. Get an overview during the first half hour: spend 10 minutes reviewing dialog, 10 minutes learning new vocabulary, 10 minutes learning new grammar...so you'll at least have looked at it all. Approximately 80% of your study time should be spent in recitation or practice, including practice in the language lab.
  3. ATTEND AND PARTICIPATE IN EVERY CLASS--even if you are not well prepared. Class time is your best opportunity to practice. Learn the grammar and vocabulary outside of class in order to make the most of class time. Spend a few minutes "warming up" before each class by speaking or reading the language.
  4. MAKE YOURSELF COMFORTABLE IN THE CLASSROOM. Get to know your classmates, so you will feel you are among friends. Visit your instructor during office hours to get acquainted: explain your goals and fears about the course to your instructor.
  5. LEARN GRAMMAR IF YOU DON'T ALREADY KNOW IT. Grammar is the skeleton of a language, its basic structure: you must learn it. Review a simplified English grammar text. Compare new grammatical structures in your foreign language to their English equivalents.
  6. PRACTICE FOR TESTS by doing what you will have to do on the test. If the test will require you to write, then study by writing--including spelling and accents. If you will be asked to listen, then practice listening. Ask for practice questions; make up your own test questions. Invent variations on patterns and forms. Over-learn: study beyond the point of recognition to mastery.
  7. DEVELOP A GOOD ATTITUDE. Have a clear personal reason for taking the class. Set personal goals for what you want to learn. Leave perfectionism at the door; give yourself permission to make mistakes and learn from them.
  8. GET HELP IF YOU NEED IT. Talk with your teacher. Form study groups among class members. Use tutoring services. Don't wait!

  READING and WRITING a foreign language are analytical skills. You may be good at these if you are a logical person who attends to detail. Train yourself through practice to notice and remember details such as accents and gender agreement.

  READING SKILLS TIPS:

  1. First, read the vocabulary list for the assignment. Next, read the questions about the reading. Then read all the way through a new passage two or three times, guessing at meaning from context. Avoid word-by-word translation. It is a waste of time!
  2. Isolate new vocabulary and study it separately. DON'T write between the lines! Make flash cards. Carry them with you and recite them several times during the day at odd moments. Overlearn them until they are automatic.
  3. Isolate new grammatical forms and study them separately. Write the pattern on a flash card and memorize it. Write out and label a model sentence. When you encounter the form while reading, pause and recite the pattern to recognize the form.

  WRITING SKILLS TIPS:

  1. Pay attention to detail: notice accents, order of letters, etc. Compare letter-by-letter different forms (singular, plural, gender, etc.). Write out conjugations of verbs, declensions of pro-nouns, etc., and check your endings. Memorize irregular verbs.
  2. To master spelling, have a friend dictate 10 words to you. Write them out and immediately have your friend spell them correctly aloud while you look carefully and point at each letter. Repeat until you get all the words right.
  3. Write (in your own simple foreign vocabulary words) a story you have just read.

  
  LISTENING and SPEAKING are performance skills. You may do well at these if you are naturally outgoing. Students in foreign language classes often have difficulty hearing and speaking because they are anxious about making mistakes. It's OK to make mistakes! Have fun trying to speak!

  LISTENING SKILLS TIPS:

  1. Frequent the language lab. Read the exercises in your book first; then listen and read together; then listen without looking at the print. Say aloud/write what you hear.
  2. Participate silently in class when others are called on to speak. Focus on the task; don't worry about how you'll do.
  3. If you feel nervous, relax yourself physically by taking a couple of slow, deep breaths. When called on, pause, relax, and give yourself time to respond.
  4. Listen while a friend dictates to you and write what you hear. Check for accuracy.
  5. Practice: join language clubs, watch foreign TV, listen to foreign radio.

  
  SPEAKING SKILLS TIPS:

  1. Study out loud! Mimic the sounds of the language. Don't mumble. Although most people feel embarrassed making strange sounds, the language will soon feel more familiar to you.
  2. When called on in class, say something, even it it's wrong: you'll learn from it. If you need a moment to think, repeat the question. If you don't know the answer, say in your foreign language, "I don't know" or "help!"
  3. Practice with a foreign student who wants your help to learn English or with another class member

• Tips: Ways to Create Humor in the Classroom

  Effective teachers use humor in the classroom to motivate students to learn, enhance group cohesion, and defuse tense situations. Here are a few ways you can bring humor into your classroom:

  FOCUS ON THE POSITIVE.

  Adopting a light, playful mind set helps establish a warm, safe learning environment.

  PRACTICE VERBAL AND NONVERBAL PLAYFULNESS.

  Use facial animation: smile, make lively expressions, and let your eyes sparkle. Use comfortable body language and a relaxed voice. Make sure your nonverbal messages match your verbal messages. (For example, if you say something intended as humor, but your body language is serious, your students could perceive sarcasm.)

  USE HUMOR IN A STYLE THAT IS COMFORTABLE FOR YOU.

  There are many ways to be humorous, and some styles may suit you more than others. Choose a style that feels natural to you.

  KEEP A "HUMOR" JOURNAL.

  Write down instances of when you used humor that worked well. Reflect on what happened and why your humor was well-received. Consider how you might employ that same type of humor in the future.

  TARGET YOURSELF, NOT STUDENTS.

  To avoid a sense of threat, the safest target for humor is yourself, not your students.

  USE HUMOR TO DEFUSE TENSION.

  Develop your ability to read your students' tension levels. When you sense tension, try to defuse it by making a humorous remark or telling a funny story. (Note: This approach is most successful when a tense situation begins; once the tension has had time to grow, humor may not be an effective technique.)

  TIE YOUR HUMOR TO THE CONTENT.

  Humor does not have to be a diversion or digression from curriculum. Whenever possible, weave humor into what your students are already learning. (See examples below.)

  CLASSROOM EXAMPLES

  Here are some ways to tie humor to content:

  • Rewrite a familiar song to incorporate facts your students are learning. (For example, rewrite "Row, Row, Row Your Boat," replacing the simple lyrics with more difficult synonyms from your students' vocabulary list.)
  • Have your students demonstrate understanding of a book, play, or textbook chapter they've read by writing a humorous, modernized version. (For example, students could write a summary of "Hamlet" and perform it as a rap for the class.)
  • Put up a bulletin board and invite students to bring in humorous portrayals of a subject they're studying. (For example, jokes, cartoons, limericks, and so on.)
  • Create puns and mix metaphors when discussing a subject of study, and have your students create their own. This exercises their creativity as well as checking for comprehension. In the words of humor educator Joel Goodman, "Humor and creativity are intimately related -- there is a connection between HAHA and AHA."

  Give the gift of humor to your students in one of the above ways, or tap into your own imagination for innovative ways to bring the many benefits of humor to your students' learning experiences.  

  Source : Humor in the Classroom