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1、TheEffectsofAffectiveStrategyTrainingintheESLClassroomAbstractThispaperpresentsthefindingsofaninterventiondesignedtoexaminetheeffectsofaffectivestrategyinstructiononmeasuresofsecondlanguageproficiencyandofself-efficacy.Theparticipantsinthisstudywere31ad
2、ultintermediate-levelESLlearnersregisteredinafull-timeESLprograminapost-secondaryinstitutioninCanada.Twoclassesparticipatedinthisstudy;onereceived12hoursofaffectivestrategytraining,andthesecondservedasacomparisongroup.AtWeeks1,5,10,and15,learnerscomplet
3、edtwosetsoforalinformation-gaptasks:picturestorynarrativesandobjectdescriptions.Priortoeachtask,theyprovidedscalarjudgmentsoftheirabilitytoprovideaccuratedescriptions.Thedatafromtheself-reportquestionnairesandfromthetranscriptsoftheaudio-tapeswereusedto
4、analysestudents'perceptionsofself-efficacyandtheirsecondlanguageperformance.Theresultsarediscussedwithrespecttothecontextinwhichthetrainingwasconducted.IntroductionDifferentialsuccessinsecondorforeignlanguagelearninghasbeenattributedtoindividualdifferen
5、cessuchasintelligence,aptitude,personality,motivation,andanxiety.Thedevelopmentofhumanisticpsychology,whichsoughttoestablishaholisticapproachtolearners,ledtoanincreasedfocusonindividuals'emotionsandfeelings.Maslow(1971),forinstance,positedthatcognitivea
6、ndaestheticgoalsleadingtoself-actualizationcouldnotbeachievedunlesshumanphysiologicalneeds,theneedforsafetyandsecurity,theneedforbelonging,andtheneedforself-esteemhadbeensatisfied.Rogers(1969)arguedthatlearningshouldbeexperientialandconvergentwithlearne
7、rgoalsandthatitshouldtakeplaceinasupportiveenvironment.[-1-]Insecondlanguagelearning,thisaffectiveapproachmanifesteditselfinmethodssuchasCommunityLanguageLearning(Curran,1972)andSuggestopedia(Lozanov,1979).Astrongproponentofhumanisminlanguageteaching,St
8、evick(1980)arguedthat"...[languagelearning]successdependslessonmaterials,techniquesandlinguisticanalyses,andmoreonwhatgoesoninsideandbetweenthepeopleintheclassroom"(p.4).Inhisaffectivefilterhypothesis,Krashen(1982)positedtheexist
