Supporting more successful language learning: Approaches for helping post-secondary learners in three contexts

Yıl 2017, , 99 - 120, 25.09.2017

Elaine K. Horwitz Lama Nassif Duygu Uslu-ok Claire Meadows-parrish

https://doi.org/10.32601/ejal.460974

Öz

This paper offers a number of suggestions for foreign and second language teachers who want to help
their students develop more positive learning characteristics. In response to a graduate-level methods
class designed to help participants develop student-centered instruction, this paper presents three
approaches for helping post-secondary language learners in three contexts: Syria, Turkey, and the U.S.
The approaches involve learner training projects aimed at influencing learner beliefs and expectations
(Project 1), reducing learner anxiety (Project 2), and encouraging motivation and learner autonomy
(Project 3). The projects target beginning and intermediate-level English as a foreign language (EFL) and
Spanish-language learners. They involve hands-on teaching strategies, awareness-raising activities, and
integration of instructional technology. The paper presents a rationale for each project and includes
sample activities. It ends with reflections on the learner training projects and implications for the
development of such projects in different language learning contexts. 

Anahtar Kelimeler

Learner support, learner autonomy, learner beliefs, language anxiety, L2 motivation, teacher training

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