¡Descarga Affective Factors in 2nd Language Acquisition. Risk Taking y más Resúmenes en PDF de Idioma Inglés solo en Docsity! Risk Taking
LEDESMA, LOURDES
LLANOS, AYLEN
Risk Taking is an important characteristic of successful learning of a second language. Learners have to be able to gamble a bit, to be willing to try out hunches about the second language and take the risk of being wrong. Language teachers are encouraged to create a positive classroom environment where participants feel confident. They need “to assist learners in knowing when and how to take risks, particularly in conversational settings”. • transformative power of overcoming such challenges: tasks achieved, meaningful connections made, self-esteem raised, or enjoymentfelt. The passport was not based on a single theory or approach but inspired by a mixture of theoretical frameworks, as well as by individual learner and teacher experiences. It drewon: the foundations of language socialization and second language socialization theory (Duff, 2017; Duff &Talmy, 2011; Ochs and Schieffelin, 2008) in emphasizing authentic, contextually embedded, naturally occurring interactions in the community as animportant conduit of second language development. In practical terms, the design of the passport involved the creation of a list of situations or contexts in which language learners may find themselves engaged in, throughout their everyday lives on the bilingual campus and beyond. This formed the basis for over seventy suggestions for second language risks contained in the passport, including ordering at the university cafeteria, writing to a professor in their second language, changing the language of their smartphone to their second language, using their L2 at a job interview or at a party, etc. Therefore, they left it to the learners themselves to determine which items listed in the passport constituted high, medium, or low risk for them and asked them to indicate this,using checkboxes, in the passport for the risks they decided to take. Most risks in the passport were designed to be taken up to three times (i.e., three checkboxes were available) to encourage some repetition for pedagogical purposes. Learners were asked to complete at least 20 risks over the course of a semester in order to be entered into a prize draw. They were free to choose only risks that were relevant to them in recognition that they must be agents in their own learning. However, they were specifically instructed to select only items that represented risk for them and not simply daily activities that they were comfortable doing and that constituted no challenge to them in the L2. • PASSEPC
PASSPO
LINGUISTIC RISKS
Example: | read the rules ofengagement
of the linguistic risk-taking passport.
1. Lattended an event on campus
(e.g. activity, lecture, etc.) in English.
2. l ordered food on campus in [ z
English. o”
Comments:
l used English at uOttawa's Health
Services.
I'sent an email to a uOttawa
professor in English.
| sent an email to a uOttawa staff
memberiin English.
Ispoke English at the Julien Couture
Resource Centre (MHN 02).
| borrowed English material from the
Julien Couture Resource Centre.
https://journals.lib.unb.ca/index.php/CJAL/article/view/31308/1882527520 Learners have to gamble a bit with the language and take a risk of being wrong. Language teachers do not help students take the risk of trying out the language. A learner with high self-esteem seems to be willing to take a risk A bad grade, a fail on the exam are some of the negative consequences that learners face outside the classroom The classroom antidote to such fears, is to establish an adequate affective framework.
