Λ∩ HCliori plan Ior beliefs and altitudes 121
table κ.ι
A de∕uιilton of α ς,<>o∕/ lang,ιιιχc !earner
The following definition is based on (lie research of Nainian, ITohIich and .S(crn, Ilie (food Gmguage
lu:ɑrtter. They interviewer! adults who had learned a second, third and sonɪeliines a fourth language
successfully. Here arc (heir findings.
Ihc good language learner finds a style of learning that suits him/her
When he is in a learning situation that he docs not like, he is able to adapt it to his personal needs. In
other words, he believes that it is always possible to get something out of any situation. Hc is also able
to discover how he prefers to learn and chooses learning situations that arc suited to his way of learning.
For example, Janc knew that it was best for her to take a short course in the language when she first
arrived in the country where it was spoken. Then, she was able to get involved with native speakers
outside the classroom.
Good language learners are actively involved in the language learning process
Besides regular language classes, they plan other activities that give them a chance to use and learn the
language. They know practice is very important. Sometimes they choose an activity because they are
already familiar with the ideas. For example, Hiroshi listened to the news First in Japanese, his native
language, and then in English. Carmen always went to movies she had already seen and understood so
that she could concentrate on the language.
Good language learners can figure out their special problems and try to do something about them.
- Monica knew she had no confidence in her speaking ability, and so she hired a tutor and twice a week
she spoke one hour to the tutor. They also do things they do not usually do to gain more information
about their second language. Tom worked as a truck driver. He used the day more as a language course.
Good language learners try to figure out how the language works
They pay special attention to pronunciation, grammar and vocabulary, and they develop good techniques
for improving their pronunciation, learning grammar and vocabulary. One learner looked at people’s
mouths when they were pronouncing a sound she wanted to learn. Then she tried to imitate them. Others
practise ‘mock-talk’; they imitate the sounds of the language without using real words. When learning
new words, some learners make a picture of the object in their minds. They compare the words with
words in their native language to see how they are different.
Good language learners know that language is used to communicate
They have good techniques to practise listening, speaking, reading and writing. Walter made up
conversations in his mind. Chou read comic books to improve his reading. MicheIe wrote letters to pen
pals. In the early stage of language learning, the good language learner does not worry about mistakes.
He speaks and tries to become fluent. They look for opportunities to speak with native speakers. Adela,
for example, used to talk with senior citizens while waiting for the bus to come. They also try to learn
the special cultural meanings of words; they try to use and Iearn language for different social situations.
Good language learners are like good detectives
They are always looking for clues that will help them understand how the language works. Sometimes,
they make guesses and ask people to correct them if they are wrong. They compare what they say with
what others say to see if they are using the correct form of the language. They keep a record of what
they have learned and think about it.
Good language learners learn to think in the language
Good language learners realize that language learning is not easy and to overcome their feelings of
frustration, lack of confidence
They learn to laugh at their mistakes; they know that it will take a long time and that it can get very
boring. They learn to work with their feelings.
Source: Naitnan et al., 1978.
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