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The process of learning a second language can get scary and intimidating at times, especially for adult learners, who have developed and established their individual identities, beliefs, and patterns of behaviour. Although we may not always be aware of how our mother tongue and our use of it influences the way we look at life and ourselves, and the comfortable, confident and secure way in which wed use the mother tongue, fluent and efficient self-expression, which I believe is the gist of being a "social animal", sometimes becomes a tool for communication, sometimes a means of establishing self-esteem, and sometimes, a method of self defence.
Humans, especially after reaching a certain age and after getting used to the ways of life, seem to take their confident use of the mother tongue for granted, just as we take for granted the value of breathing and do not even notice, most of the time, that as a living organism, human breathes. Therefore, when exposed to a new means of communicationor another method of breathingadults start feeling insecure and intimidated by this new experience, most probably frightened by the idea that it might end up changing the whole of what has so far been established as the "self".
Faced with such established attitudes and stances regarding life in general, and language learning in particular, an ESL teacher might find it difficult to appeal to the learners' mind, without first comforting, and to a certain extent freeing the learners' hearts and minds of the end-products of their respective stances, which can be defined as a prejudice towards the new language or the "yet unknown". The concept of Neuro-Linguistic Programming runs to the rescue of ESL teachers under circumstances as these, when learners cannot neutralize their rooted sets of thoughts and beliefs and feel the need to defend them. It definitely ran to my rescue!
Another important point is, as Diana Beaver has pointed out, "maybe the reason that some people are nervous about getting totally involved in learning another language is because they are terrified of losing their identities - unaware that they would, in fact, enrich them" (NLP and Lazy Language Learning, 1, paragraph 1).
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Learning process can, at times, end up being more frightening for adult learners as compared to younger ones, since adults resemble the concept of tabula rasa, a clean slate, less than younger learners do, and are therefore relatively more difficult to guide to the goal of learning a new language. It is usually more difficult to help them free themselves from their established and deeply rooted concepts of themselves, the others, and the whole big system of dualities in which we struggle to survive.
These were the thoughts I had had in mind for some time, which eventually inspired me to tell my students on the first day of school that there is nothing scary about learning English. "By the end of the year, you will be a lot better at using it; and you will see that being able to express your thoughts and feelings in a language other than your mother tongue will only make you a richer and more able person," I told them. I also felt the need to convince them that responding to the brand new language elements in a similar manner to that of babies learning the mother tongue could sometimes help them overcome the feeling of despair if this feeling were to grab them upon being exposed to something they had never seen before.
Language, as Diana Beaver states, "is one of the many forms of communication; one of the ways in which we inform people about what is going on inside us (NLP and Lazy Language Learning, 1, paragraph ).
This is true for the language, which a person is able to use fluently and confidently, that is, the mother tongue.
However, when it comes to expressing oneself in another language, the feeling of security as to expressing the self disappear, and leave the stage in the learners' tummies to a crowded flock of discomforting butterflies; because the adult learners are not only more worried about making mistakes, but are also, perhaps at a lower level of the consciousness, more afraid of losing the "self" and the personal history.
Beaver's self-observation that she allocated to herself completely different belief systems as she used different languages (1, paragraph 1), was what led me to think that the teacher could perhaps work on the learner's level of "Beliefs", the logical level of processes that refer to why we act and think the way we do. Without trying to judge or change the learner, the instructor could try to guide the learner to take on a more objective and less judgemental stance towards himself or herself and towards the learning process itself, so as to allow the learner to open up room for the coming piece of information, using the principles of NLP as a means of programming learners' thinking.
The instructor, could therefore avoid channelling efforts into attempting to change learners' attitude towards the learning process and trying to discipline them through such conventional methods as loading heaps of homework on their shoulders, when they seem resistant to the new pieces of information and new elements of language. The instructor could work on ways of leading learners to the goal of growing into fluent, efficient and good users of the second language, by encouraging them to believe that, in fact, all the fluent speakers of the language were born without the ability to speak it; and that it did not take these native speakers more than one or two years before they could start using the language.
This, I believe, would not only be a more humanistic and empathetic approach towards the learners, but also a more effective way of dealing with beliefs and values which learners have gained through their lives and which now stand in their ways as obstacles. It would, at the same time, serve as a perfect way of guiding learners to discipline and tame their own selves and thinking habits, and prepare them for the learning process.
Beaver proposes a wonderful way of getting learners to perceive a language at a more non-judgemental and anxiety-free level listening solely to the rhythm and music of the language without worrying about the meanings, and paying attention only to how the body responds to the music of the language (1, paragraph 6).
I tried this experiment with an elementary-level learner, by letting him listen to a taped speech by a native speaker. The speech was rather lengthy, and it addressed a native audience on an advanced-level topic. The experiment yielded rather interesting and rewarding results. It freed the learner of his worries about the meaning and of all his anxieties related with communicating in that language. I observed that the learner actually enjoyed listening to the melody of the English language, and was glad to see that he showed no signs of boredom, although he did not understand a large portion of what was said.
Such an experiment actually provides, I understood, especially the lower-level learner with a clean slate, and transforms learner's intellect into something purer and similar to intellect of an infant only just learning how to use the mother tongue with the simple rubric of acting like a baby.
Although I have not conducted this experiment in class, I have provided my elementary-level learners with the rubric as to what they could do with their beliefs in times of trouble act like a baby, clear your minds of all previous experiences and knowledge when you feel trapped by something you have never seen before, or something whose reciprocal does not exist in your mother tongue.
The results I have already are surprisingly rewarding the learners are now less worried about making mistakes while using the language, and are more comfortable about letting each other spot and correct the mistakes they make! This change in their attitude, I believe, was very much inspired by my repetitions of the simple rubric, whenever I noticed that they got stuck.
Having the luxury of "going back to the beginning for ourselves" (1, paragraph 14), to the times when we were busy learning our mother tongue, when we needed to communicate in order to survive, does give us all the chance to use the language as if it were a part of our own body. All we really need to remember is that, as Beaver states, we concentrated on the message; we did a lot of copying; we were safe; we were free to make mistakes, and figure out our own way of learning; we received a great deal of applause from the rest of the family; and above all, we all have an inborn notion of communication through a language (1, paragraph 15).
REFERENCES
Beaver, Diana. (1). NLP and Lazy Language Learning. In TEFL.NET [Online].
Available http//www.tefl.net/articles/1-0.htm [00, October 1].
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