this study, we can see that the situation is not that simple. Although the participants
showed positive attitude towards learning English, they proved to have an avoidance
tendency towards certain elements of it, such as practising the target language (writing,
speaking, etc.).
Mager also mentions positives and avers ives, which are “universal...conditions or
consequences that cause physical or mental discomfort” (1990,55). Among the aversives
we find pain, fear, anxiety, frustration, boredom, embarrassment, humiliation and
physical discomfort. As the reader may have notice, the content presented in Chapters 6
and 7 is rich in references to aversives, which, I believe, have been the cause of negative
attitudes towards both the subject matter and the medium, that is, learning languages and
self-direction. It is important to be aware of them and make any possible effort to prevent
them. If the function of the teacher (and the counsellor) has been defined as setting the
best conditions for learning to take place, I am sure that preventing aversives is a
relevant function of the teaching (and the counselling) profession. I have to say, though,
that because the counsellor is not in control of the media the learner uses, her limitations
are evident. However, these can be overcome by her interaction with the learner. In this
way, she can inform, make aware and discuss matters with the learner.
Furthermore, in regards to learning a language, the counsellor has also to bear in
mind the characteristic elements of the learning process of a language. There are
unavoidable aversives that are at the very core of the learning of languages. Anxiety is a
good example. In section 7.2.3.3.2 (p. 233), I talked about regulating language use by the
control or grading of tasks. In it, it was made clear that the learner needs to face learning
situations with a certain element of discomfort, or pressure, in order to force herself to
deal with linguistic situations that are nearer to real operating conditions (this is the
rationale for Johnson’s formula ra-l,1996,141). It is inevitably that this element of
language learning represents a certain amount of anxiety and even fear for many
learners. One of the main roles of the counsellors is to discuss and analyse these matters
with learners to make them aware of the importance of these elements. In the Oaxaca/97
project I carried out different types of sessions that had the purpose of making some of
the learners’ attitudes and beliefs conscious and open to discussion. Moreover, I believe
that the input sessions in particular, were highly important for attitude change. According
to Triandis,
A person may receive new information either from other people or
through the mass media that could produce changes in the cognitive
component of their attitude. Since there is a tendency for consistency
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