Anxiety and Community Language Learning

By Published On: April 7th, 2016

Community Language Learning seems distinct from conventional language learning in a variety of ways. Among the most critical problems is the fact that it has several processes to decrease stress. First, the type of the course, or the discussion circle itself, offers protection. The dimension of the discussion circle is significantly less than ten. Second, understanding between the instructor and students creates a feeling of anxiety that is reduced by security. Lastly, a feeling of protection is woven in to each action of the typical CLL cycle.

The CLL strategy for understanding Japanese was shown with a dozen students from various nations who hadn’t studied Japanese before. Ten Japanese pupils performed a counsel’s function (just so we’re clear, this obviously wasn’t connected to the Uceda English School at all).

Upon thinking about it, most of the students felt confident with the discussion circle, whereas several students mentioned that confronting other pupils provoked anxiety. However, their anxiety was reduced or vanished as the course proceeded. The group helps to create community. It offers a sense of engagement, a non – competitive setting and a feeling of equality. More risks are taken by them when students are confident with their friends.

Comprehension is another crucial problem in CLL. Empathetic and active listening is crucial to knowing. The instructor needs to be a great listener. Students feel protected, and then may be open to learning whenever an instructor is a knowledgeable man. Within this type of relationship, anxiety may vanish and successful learning may have a place. Without communicating, defensive learning stops a student from utilizing a language fluently even though he understands everything about it. This is frequently the case with Japanese pupils. Therefore, the CLL strategy could work in language courses in Japan and across the globe.

Finally, typical CLL activities like the human computer, the discussion circle, transcription, and the part where they reflect on what they’ve learned are analyzed. The type of the circle itself offers protection, as was mentioned before, in a discussion circle. It also facilitates dialogue and improves the sense of community. Students in the first period have only to hear and repeat what the counselor states. They are free of their anxiety about being unsure of what to state in the goal language. This action enables students to discuss whatever they desire by stating it first within their particular language, and then by stating it again in the goal language. Consequently, this action makes students feel not just a sense of belonging, but also a sense of duty. Therefore, stress is decreased and determination to talk to one another in the target language is aroused.

Transcripts of discussions that are generally supplied in the CLL strategy give a great deal of protection, particularly to the students whose learning style will depend on written forms. Nevertheless, one has to be cautious in order not to rely on written forms, which has the risk of destroying students’ pronunciations because they’re not relying on listening.

The reflection session is crucial in the CLL strategy. Trust between the instructor and learners is proven by sharing their emotions, stresses, frustrations, or needs. By sharing anxiety, students may construct a feeling of unity to do one job together.

Thus, the CLL strategy can remarkably decrease the students’ anxiety. However, it might raise the teacher’s nervousness. He should supply suitable language, getting the students’ stage into account so that they’re prepared for the lesson.

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