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

A 'tabula rasa’ might be a 'good thing' in arousing initial levels of interest and
motivation. However, a linguistic and cognitive 'tabula rasa' is unlikely to
facilitate speedy and efficient learning in the classroom nor is it likely to sustain
successful learning over time. The importance of literacy skills in formal
second language learning has already been emphasised. Literacy skills also
help to increase children's schematic knowledge thus broadening their base for
efficient processing of language material.

4.4 Affective Considerations

A body of research suggests that affective variables, such as positive attitudes
and motivation (Gardner & Lambert, 1972 ), the ability to empathise
(Schumannn, 1975,1978), a low affective filter (Krashen, 1982) and low levels
Ofanxiety (Horwitz, Horwitz & Cope 1986) influence learning outcomes and that
successful foreign language learning is not simply a question of cognition but
one of cognition and affect or of '∞gnition plus' (Ehrman & Oxford, 1995).

Mclntyre (1994) emphasised the importance Ofaffective strategies' in regulating
one's emotions, motives and attitudes. The young language Ieamer therefore
needs more than cognitive abilities, literacy skills, a degree of language
awareness and learning strategies to be successful. He also needs to be
positive about the learning process and motivated to Ieam.

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