The Communication Skills of "Good Language Learners" and Classroom Atmosphere

I focused on observing two “good language learners” in a class lacking participation and Communication Skills to see how they influenced their peers throughout the semester. I found that, while interacting with these “good language learners” other students often outperformed expected Communication Skills during discussion and pair work. While observing these students, it became more apparent how important it is to explicitly teach Communication Skills. I was prompted to reevaluate my own definition of what a “good language learner” is and how we can empower our students to become “good language learners”, by focusing on these Communication Skills. I also discuss how to help “good language learners” balance their contributions in class, so as not to overpower the developing efforts of their peers. INTRODUCTION I feel that often problems our students have in communicating stem, not just from a lack of language knowledge, but from a more general lack of confidence and expressed interest in others that they carry in their L1s as well. As instructors we lack the time (and skills) to help our students with personality issues, but we do in fact have the time (and skills! ) to teach them the tools used for improved communication. In the Rikkyo EDC curriculum, these tools are known as Communication Skills and are typified by skills such as; 1) Reacting when listening (e.g. hmm., I see.) in order to demonstrate active listening. 2) Asking follow-up questions (i.e. How.? Where.? When.? Why.? etc.) to keep the discussion going and 3) Checking understanding (i.e. Do you follow me? ) to maintain clear, comprehensible discussion. Although it seems natural that these skills are needed in any interaction, their high importance was made even clearer to me after observing two students in a morning, level III, EDC class. These students, hereafter known as Ryo and Naoto (pseudonyms), actively utilized Communication Skills, which helped create, not only a pleasant learning environment, but one that encouraged their fellow classmates to achieve higher levels of language use. Ryo and Naoto might be described as “Good Language learners” (Rubin 1975) in that they demonstrate skills that we would like to see replicated in other students. I found that Ryo and Naoto served as proof that teaching Communication Skills is essential in any classroom, not just for increased language development, but also for promoting a positive learning atmosphere. The importance of teaching and utilizing Communication Skills cannot be understated. Canale and Swain (1980) note that Communication Skills “may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient competence” (p.30). Successful communication is essential in EDC classes and this can be greatly facilitated by Communication Skill use. However, I am also interested in the social effects of Communication Skills in class. I believe that successful use of Communication Skills leads to a class atmosphere that is naturally pleasant and that motivates students to develop their language skills. I try to foster a classroom atmosphere in which students feel comfortable developing their L2. I think that, by focusing on Communication Skills, students are given tools that help them in high anxiety situations that can occur in language learning classrooms. In short, Communication Skills can lower students’ Affective Filters (Krashen, 1987). The Affective Filter, as Krashen CS3校_[FINAL] New Directions in Teaching and Learning English Discussion_merged. pdf 14/04/14 15:58 58 ( )