A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

a limited number of role models, varying degrees of motivation and application
and where learning out∞mes are also influenced by specific approaches,
methodologies or techniques a teacher chooses to apply. Successful foreign
language learning in the classroom is likely to be the result of a complex
interplay between cognitive and affective Ieamervariables, the context, the
language being learned and the pedagogy applied but, as Ellis states:

"Unfortunately, however, we do not have a very precise idea about which
aspects of language learning are influenced by general cognitive processes and
which ones are dependent on the language-learning faculty." (Ellis, 1985: 65)

The following sections will analyse some of the challenges and demands faced
by the young foreign language learner in the primary school classroom,
specifically the English-speaking classroom. It will be argued that if a young
learner is to make cognitive and affective 'sense' of his learning experiences, in
addition to being helped by a sound pedagogy, he will need to bring certain
qualities and experiences to the learning process which will enable him to
compensate to some extent for what is lacking in a context characterised by
limited language input, a limited number of role models and limited
opportunities for genuine communicative interactions. It will be suggested that
the ability to listen and adequate attention spans, a degree Ofconsciousness
and language awareness, basic literacy skills and learning strategies,
the ability to stay on task, patience and perseverance as well as enthusiasm,
positive attitudes and motivation are all important ingredients in successful
foregn language learning in the classroom. In discussing these issues the

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