MATERIALS SHOULD HELP LEARNERS TO DEVELOP CONFIDENCE
Relaxed and self-confident learners learn faster (Dulay, Burt and Krashen 1982).
Most material developers recognize the need to help students develop confidence, but many
try to do this through a process of simplification. They try to help learners feel successful by
asking them to use simple language to complete easy tasks such as completing substitution
tables, writing simple sentences and filling in the blanks in dialogues. This approach was
welcomed by many teachers and students. However, in my experience, it often only succeeds
in discouraging students. They become aware that the process is simplified for them and that
what they are doing is a bit like real language use. They also become aware that they are not
really using their brains and that their apparent success is an illusion. And this realization can
even lead to reduced self-confidence. I prefer to try to build confidence through activities that
try to 'push' learners a little beyond their current abilities by engaging them in tasks that are
stimulating, which are problematic, but also achievable. It can also help if the activity
encourages learners to use and develop their existing extralinguistic skills, such as skills that
involve imagination, creativity, or analysis. Elementary students often gain more confidence
from composing stories, writing short poems or making grammatical discoveries than they
can from doing simple exercises.
The value of engaging learners' minds and leveraging their existing skills seems to be being
increasingly recognized in countries that have decided to produce their own materials through
textbook projects rather than relying on global course books, apparently undermining the
capabilities of their learners.
Relaxed and self-confident learners learn faster (Dulay, Burt and Krashen 1982).
Most material developers recognize the need to help students develop confidence, but many
try to do this through a process of simplification. They try to help learners feel successful by
asking them to use simple language to complete easy tasks such as completing substitution
tables, writing simple sentences and filling in the blanks in dialogues. This approach was
welcomed by many teachers and students. However, in my experience, it often only succeeds
in discouraging students. They become aware that the process is simplified for them and that
what they are doing is a bit like real language use. They also become aware that they are not
really using their brains and that their apparent success is an illusion. And this realization can
even lead to reduced self-confidence. I prefer to try to build confidence through activities that
try to 'push' learners a little beyond their current abilities by engaging them in tasks that are
stimulating, which are problematic, but also achievable. It can also help if the activity
encourages learners to use and develop their existing extralinguistic skills, such as skills that
involve imagination, creativity, or analysis. Elementary students often gain more confidence
from composing stories, writing short poems or making grammatical discoveries than they
can from doing simple exercises.
The value of engaging learners' minds and leveraging their existing skills seems to be being
increasingly recognized in countries that have decided to produce their own materials through
textbook projects rather than relying on global course books, apparently undermining the
capabilities of their learners.
