some people are more successful (however this is defined) than others at learning a second language.’ This differential success is often explained by saying that “X has more language learning ability than Y.” Yet there is something curious here: if all peoples can learn their first language easily and well (although some have more verbal skills than others), why does this innate ability seem to decline for some when second language learning is the task?
– Joan Rubin, What the ‘Good Language Learner’ Can Teach Us
Why do some students perform better than others in English? Is it language ability or talent? Is it something they do more of? Is it something they do differently?
The authors of, How to Perform Under Pressure have given short shrift to the notion of innate talent as the reason for exceptional performance in various domains including academics, going as far as to label such rationalizations as “the myth of talent” (p.226). Researchers who were not satisfied with self-congratulatory ignorance have made two important findings,
a) Good Language Learners employ a variety of strategies when learning English.
b) It is not enough to merely employ strategies or even to employ strategies more. Good Language Learners employ strategies differently, more efficiently and effectively. They know what strategy or combinations of strategies to use in different situations.
What is strategy? Many definitions of strategy refer to it as a plan to achieve a goal. In our context, we can think of it as a plan or a course of action a student undertakes to overcome a problem when learning English. There are different types of strategies such as cognitive, metacognitive and affective, each designed to tackle a different sort of problem.
One common problem when learning English has to do with the emotional state of a student. A student may be feeling stressed, tired and grouchy, afraid or angry for various reasons. If the emotional problem is not resolved, learning will not take place. This can also be understood through Maslow’s Hierarchy of Needs. The Hierarchy of Needs suggests that for someone to be motivated enough to pursue higher level needs, lower level needs have to be fulfilled first. Examples of lower level needs are rest and food. Achieving one’s potential sits high up on the hierarchy. This means that if a student has not satisfied his lower level needs which include things like a healthy self-esteem, he will not be motivated to pursue activities which would unlock his full potential.
This is how this works in practice. If for example, a teacher asks a student a question in front of his peers, he may perceive a threat to his self-esteem, especially if he is not sure of the answer. Even if this perception is more apparent than real, it is likely to cause him fear that peers might think less of him if he gets the answer wrong. This fear would be an obstacle to learning. He would be unable to apply his mind to the question he has to answer. Questions are asked in class not only to test understanding but also to build confidence. For questions to be used effectively, a student must be first rid of his fear of getting the answer wrong before he would be motivated enough to make a genuine attempt at getting it right.
For a longer explanation of emotional needs and how the brain works, this is a useful paper: The Impact of Brain Science on Conflict and Its Resolution . Though the paper is on the role of emotions in conflict resolution and not on education per se, it is relevant for its very clear explanation on why emotions matter.
Emotions matter. Fortunately, there are various affective strategies which can be used by students to feel better. One such strategy is to munch on something when feeling stressed or anxious. Interestingly, both the paper on the role of emotions in conflict resolution and the book, How to Perform Under Pressure, mention glucose. In essence, glucose supply has been said to be crucial for optimal emotional regulation and brain function.
Perhaps this is why some students snack while revising. Something as simple as a snack while working on a difficult worksheet could have a great impact on performance.
Of course,snacking too must be done strategically.
The Brain Dojo
