The importance of child affective development and class dynamics in English activities in Japanese elementary school

The importance of child affective development and class dynamics in English activities in Japanese elementary school

著者 Arao Hiroko

journal or

publication title

Philologia

volume 40

page range 127‑138

year 2009‑02‑01

URL http://hdl.handle.net/10076/10607

The Importance of Child Affective Development and Class Dynamics in English Activities in

Japanese Elementary School

Hiroko ^Arao

This paper discusses the importance or class dynamics in English activities in^Japanese elementary school (EAJES) _and ways of ^class dynamics production, relating ^to the developmental stage and their affective ^states of ^elementary schoo) ^students. School children bui一d their selflconeept throughtheirpeers in school life, especial)y ^a class ^to which they belong. Each student with ^a different self‑concept ^{constructs a} c)ass^group and makes ^a contribution ^to class dynamics deve)opment essential for positive class climate･

Class dynamics offer ^a gateway to positive communicative attitudes and motivational morale in the language classroom. For the effective function of ^class dynamics, class member relations ^are crucial and the ^ones connected by acceptance, rather than ^Just friendship, constitute ^a tightly bonding class^group. The four factors required for this bonding‑‑proxim]ty, contact. interaction and cooperation‑are especially focused ⁱⁿ its effects.

)ntroduction

With the introduction or ^EAJES in 2010. the relation between ^{a class} fわrmation and EAJES has been subject^{to a surge in}interest inrecent years. Many teaching practitioners report that class dynamics generated inEnglish activitieshelp students learn with^a positive mindset andalso facilitate harmonious human relationships in class. Affective factors of school children ^are actually ^one of^the main ^concerns for teachersas a practitioner: however.

this used ^to be a relati､,ely low‑pnorlty research ^toplC in the academic study･ This is because the method orteaching is the most urgent and crucia) item ^to develop, responding

to the ^new attempt of teaching E喝1ish in Japanese elementary school･ ^{1n a way,} collaboration between researchers in English ^{as a} fわreign language (EFL) and teachers with

a good insight into children's affect is less developed, and it is also undeniable that EAJES is still^{too new} in academic research ^to sufrlCiently accumulate insight provided by

practitioners in order ^to glVetheoretical feedback for its improvement･ ^Itis important to explain the practicalinsights based on theoretical background by reference ^to EFL study and educational psychology. This allows teachers ^to take every advantage or approach,

methodsand techniques suggested by EFL research.

The developmental stage of ^a child needs ^to be researched. The ^{new course} of study.

comlng lntO effect in 2010, makes English activities compulsory ^ln elementary school.

aiming ^{at 5th‑}and ^{6th‑ year} students (Ministry of Education, Culture, Sports, Science and Technology. 2008).This period fhus into the stage of children aged of ^{10 to} 12, when children cognltively develop high‑level loglCal thinking. ^Hence, EAJES ^is expected ^to

contribute ^to students'awareness ^to the features of languages including Japanese, their native language that is unconscious一y acquired.

Children in thisage build identitywith peers in the ^{same age} through school life,so

studying ^{lS One} Of the ^most important factors to build identity. Italso innuences their self‑efficacy, depending ^on the degree of academic ^success. Children in thisage are also sensitive^to theirpeers. with ^awareness of commonality and differences, They develop communication skills through communa=ife in school, since they learn^to control emotions

for harmonious human relationships, with individualdifferences inmind.

In themiddJe of this rapid growth, the influence ofEAlES, involving communication with theirpeers in English. cannot go Ignored in terms of affective ^state: theirpeers and the relationship ^{are one} of themost innuential and significant items for their mental grov^h.

The ultimate goal of English education in schools orlglnally ^stems from ongoing

globalization; however, in the case of EAJES. the effects ^{are not} limited toEnglish skills and knowledge practical in globalsociety, but further far‑reaching tothe development and

■･

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growth ofa whole ^person･

The development of self‑Concept ofchildren ^ina group

Before focuslng On a Class^group, it is important to pay close attention ^tothe individual member in a rapid developmental stage. Children of school ^age show outstanding development and. when it is discussed, it isnecessary todivide thestage intotwo: the^early

stage (the ^ln‑4th g,ades)and the latterstage (the 5th and 6th g,ades)･ tt is^a frequently reported fact that children ^{in 4th}grade and under ^most likely become engaged in English activities in all innocence. while children in^5thand 6th^grades don,tこthey commonly show much hesitation ⁱⁿactivities where they ^are encouraged ^tobe physically active in English

use･ This phenomenon ^causes confusion for teachers ^trylng Various teaching methods, prlmari]y physically active ^ones such ^as songs, chants, skits and games, which have proved

to be effectiveⁱⁿ EFL research and shared ^among practitioners.

Children in this age become excessively consciousness of themselves ^and the other person■s evaluation in themiddle of building self‑concepts. Children's self‑concepts inevitably innuence theirclass behavior and attitudes; therefore, it is of^great importance to get a c)ear grasp on the development of self‑concept and the age difference ⁱⁿdesignlng c)ass activities･^Damon and ^Hart (1998) ^argue, in their self‑understanding model, that childrenl aftermiddle childhood, increaslngly compare themselves ^toothers and understand their abilitiesbased ^on others ^and actwith the consideration of the other^{person､s response･}

Throughsocial comparison. ^as children ^age, their self‑concepts ^are modified and ^newly constructed based on one.s position ^ina group･ For _most school children. ^the main social

arena inlifeis their school and their^most important reference ^group is thejrpeers (D6rnyei.

2001)･ This means that a school･ ^more specifically ^a class, is^one of the ^most significant groups to which they belong and recognlZe Oneself ^{as a} social existence. Therefore.

regarding learn)ng Jn a C】assrooml When there is ^a threat ^{to a} learnerls seJr‑concepし resistance ^to )earnlng lS possibly ^{kept toa}maximum.

Classroom ^dynamics influencmg communicative attitudes inEnglish activities classroom dvnamics discussed in this paper basically highlight^an entire classI The importance ofclass ^{as a group} for effective teaching ofa foreign language is emphasized by Stevick (1980, p.4),saying that "...success depends less on materials, techniques and lingulSticana)yses, and ^{more on} what ^{goes on} inside and between the people in the classroom". Interestingly, the ^success of English activities conducted by a homeroom teacher is said^tobe closely related ^tothe ^teacher■s skill^not il一English, but his/her c)ass management: the key^{to success} in EAJES is how successful the homeroom is created ^{as a} coherent group. According to the ^{new course} of study effective in 2010, in ^EAJES.

homeroom teachers ^are encouraged ^to play the role of main instructors instead of^ALTs (assistant ^language teachers skillful in English), ^The harmonious relation between the teacher and students and between students themselves ^{create a}higher comfort level in class, where all members experience ^no undue tension and feel relaxed enough ^tobe outspoken.

Eng一ish activities.in^{such a class､ are most} likely perceived ^tobe golng We)1.

Moon (2000) raises three factors‑a _sense of security, ^{a sense} of sell‑esteenl. ^and confidence‑‑in order ^todeve)op apositive ^classroom atmosphere. She suggests:

ln our lives.we are af7Tected by the atmosphere in which ^we work and the^wa)'people behave towards us...…….‥..‥.... 1fthe atmosphere ^{is warm} and relaxed. ^people around ^{us are} friendly and supportive and ^{we sense} that they value ^{us, we} feelmore

confident and ^secure. This can affect^our desiretopart)cIPate in^{events. 7t}isthe same

with the classroom. Ir there is a丘･iendly atmosphere in the classroom and the teacher and pupils ^{get on} well together, then they will both feel^{more secure} and learnlng lS more likeI)′tobe encouraged. (p.44)

Group dynamics elaborate ^on how a group inf一uences theextent towhich each individual

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student ^engages in^learning and also how the teacher ^{can promote group} deve)opment for efrlCient learning. Researchers (e.g.. D6rnyei ^& Malderez. 1997; Johnson & ^Johnson, 1995:

Eharman ^& D6rnyei, 1998; D6rnyei, 1997) ^{suggest, from} the perspective of group dynamics. that what is happenlng in the language classroom ^{makes a} slgnificant difference in ^language class properties･ Summarizing theirpolntSL there ^are mainI), five _properties innuenced ^by class dynamics: ^1･the level of confidenceand satisfaction for both students and teachers, 2･ the level or co‑operation between students, 3･ the relationships with their classmates and teacher. ^4･the order and disclpline in class. and ^5･the level ofmotivation･

These _are impersonal and inte叩erSOnal conditional levels and they all have ^a crucia一impact

on Communication ^{among students in} the classroom. Since ^one of the^{most important} goals of EAJES.

prescribed ina course of study effective in^2010, isto nurture one's basis of communication ability. ^these five are essential ^to achieve this goal. The basis or communication abilitiesaimed in EAJES is conlPOSed of three ^{elements: 1･} positive attitudes toward communication by uslng foreign ^{language, 2.}being familiarwith sounds of

a foreign language. and ^3.awareness toward language and different cultures (Kan, 2008)･^It is a一soargued that students ⁱⁿclass^are in8uential toeach other in^terms or willingness ^to communicate (Kang, 2005). ^Hence. close attention ^to classroom ^events help improve students‑ attitudes toward communication with ^{other students,} and it possib】v^creates smoother paths ^togoaトachievement in^EAJES.

classroom dynamics influenctng motivation in English activities

Motivation is widely acknowledged ^tobe one of the^most important key success factors.

For Japanese children engaged ⁱⁿ EAJES, there is^no immediate need ^to succeed in learnlng English. but the long‑term results from EAJES is that children have ^a quality ^start by en)oylng English and they will ^{pursue a} lifelong learnlng Of English,_which definitely requlreS PerPetuatlng mOtivation･ Enjoyable.fun and interestlng Iearnlng experiences ^are essential prerequlSites for

elementary school students who firstencounter English. Without

such ^alearnlng experience, ^ltSOmetimes could bejust^a traumatic experience detrimental to the subsequent learn1ng･ While providing enJOyable and fun activities for children ^{seems a} powerful ^yet simp一eprocess to motivate them to engage in the activities. and.ⁱⁿfact,many teachers ^are intenton designlng en)Oyable classes, it does ^{not encompass} everything ^{as a} ma)or incentive for leamlng English.^In the two‑dirnensional c)assification of moti､′ational model by Hayamizu (1998),this type of motivation is called quasi intrinsic motivation.

assumed ^to be caused by superficial fun. It is. for example, ^{a case} when ^a teacher glVeS entertalnlng activities in class and. ^{as a result.} children ^are absorbed ⁱⁿ them and feel motivated ^tolearn English, but once the teacher's arrangement disappears. so does their motivation･ Hence, considering the continuous learnlng Of English from elementary school through juniorand senior high school, and possibly ^even college, motivation should be deeply lntemalized ^{in one､s} personalaffeclive ^state.

C一ass dynamics contribute ^tointrinsic motivation, which possibly insplreS Students ^{to learn} English in the long‑run. D6rnyei (1994)conceptualizes motivation in three 一evels:language )evel. learner level, and ^learning Situation level. The learmng situation level is further

categorized into three: course‑specific motivational components, teacher‑specirlC motivational components, and group‑specific motivational components. The previously mentioned motivation､ caused by a class designed ^to be attractive^tostudents, ^can be one of the course‑specific motivationa] components, while group‑specific motivationalcomponent is direct)y grounded in class dynamics. GroupISpeCific motivationa】 ^{components are} discussed itlrelation^tothe inf一uence oreducational milieu, such ^as goaトoriente血ess. ^□orm

and reward ^{system, group} cohesiveness and classroom goal ^structure. Among these, group cohesiveness ismost closely related^to EAJES. as evident in nlany teaChersl reports and acknowledgement from emplrlCal facts. In the defhition by Eharman and DOrnyei ( 1998).

cohesiveness is the umagnetism'､ orいglue''that holds the^group together and maintains the group as a system; cohesiveness corresponds ^totheextent towhich individuals fee)a strong

identification with their^group (p.136).Theyalso mention that cohesiveness is caused by ^a

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sense o‖iking ^{among group} members based on thepercept]on of simi1arlty and ^mutual acceptance･ Eharman and DOrnyei (1998)clearly^{argue as} follows:

a positive and ^{acceptlng group} atmosphere have a beneficial effTect^{on the} morale, motivation, and self‑image of its members, resulting ^{7n positive} attitudes toward the second language and ^{the language learmng process.}

(p.140)

In Clement, D6rnyei, and Noels (1994),group cohesiveness is signirICant in motivational development in second ^language learmng. Itisno wonder ^{that the} close )inkage between class management and the ^success of EAJES is o氏en emphasized and worth ^notlClng.

Cooperation among learners results from class cohesiveness and vice ^{versa. The} importance ofcooperation on positive attitudes^{toward the learnlng} Situation. including ^a c一ass group, has been widely proposed ^{as seen in} the approach, such ^as cooperative learning. and ^{generates many} kinds of techniques available in^class･ What are the positive innuences of cooperation on group‑specific motivation ⁱⁿ Iearning a forelgn language?

DOrnyei ( 1998) suggests several helpful functions ofcooperation for motivationa】 ^Iearning:

(1 ) fostering class ^group cohesiveness by depending on each other and ^{sharing common} goals. (2) raising students'expectancy of^success by knowing the possibility of counting ^on their peers, (3)achieving both academic and social goals effective in leaming and responding ^to students■ need fわr belonging, (4)pulling students a一ong by a sense or oh)igation ^and morale. (5) increasing one､s effort by knowing the necessity ofonels unique contribution forthe group tosucceed. (6)giving ^a positive emotional ^tone by generating 一essanxiety and ^stress. (7)_providing autonomy by having students work without immediate supervision of the^teacher, (8.)giving ^an experience of satisfaction by the shared experience and thejointcelebration. and (9)increasing the signi6cance of effort relative^toability by

promoting effort‑based attributions.As for EAJES, autonomy mentioned in(7)^{may not} apply ^tothe^case because a homeroom teacher basically supervises the class and there^are not enough opportunities fわr children ^{to engage} in a□ activlty COmpletely ftee or ^the teacher.s supervision･ ^{However, a} small group work is ^{a common} practice･ ^and the implication here is the importance of abstainlng from directlysupervISlng COOPerative work in_a

small ^group.

Group formation for class dynamics based ^on intermember relations and group norms.

lntermember relations discussed in class dynamics ^can bejust^as _{valid for}^a classmate's relationship in EAJES. ^{ln )apanese} elementary school, class formation is ofrlCiaHy completed ^{as a} homeroom class ⁱⁿ which chi)dren spend ^most of school life studying almost all the subjects.^{including English} activities, and particIPatlng in their homeroom activities.^{ln a} study of class dynamics, however, differentiating between attraction and acceptance in the class linkage ^isa requlSlte issue. Acceptance refers to a feeling toward another individual that is non‑evaluative in nature and has nothing ^to do with ^likes and dislikes. but rather involves ^an unconditional positive regard ^with all his^{or her} values and imperfection (Eharman & De)rnyei, 1998, p･115).Being an intermember requires other members ^{to accept} the wholeperson. including any unattractive ^aspect of the ^{person･ ln} many classroom ^settings itmay be that students find good ^polntS Of other students ^{and are} attracted toward them. and, ^{as a} result. good human relationships ^among students ^are favorably formed in class; however, this typeof relationship based on attraction level.

rather than acceptance, isnot powerful enoughto ^generate class dynamics ^to effectivel＼, function for better learn1ng.

tlow cou)d^a teacher have ^a classroom made ^up of members re)ated based ^{on acceptance} for the best use of class dynamics? Some factors included in EAJES ^are considered ^tobe effective^{to enhance acceptance} in class and available ^{as a} conscious ^{strategy to}make the

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class acceptance‑relations. ^Acceptance is basically attributed ^to sufficient information about ^others. and severa一 other factors are also suggested for membership afflliation (Ehrman & DOrnyei. 1998: Johnson ^& Jolmson, 1995; Had field, 1992). ^Among those, the most availab)e and applicab)e ^to EAJES are the four factors: proxim)ty, ^contact, interaction and cooperation.

The firstone. proximlty ^{ln a} Classroom. is physical distance created by ^seat formation

or a communicative task requlrlng a face‑to‑face contact. This makes ^a difference ⁱⁿ building relations between students. lnrnany English activities, unlike other subjects,^{it is}

con‑mom tohave a spacious ^room by movlng the desks and chairs^to the back orthe ^room,

or out of the^{room, so} that students ^{can move} around ^tocommunicatewith others. free from rlXed seat positjons･ This allows ^a student ^{to have a} physically nexible communication beyond the boundaries or limited neighbor classmates in proximlty. ^1talso e血ances their physical closeness ^to others,^as well ^as their affective^one･ D8rnyei and Murphey suggest thatnot having desks separatlngpeOple from one another ^can sometimes ^{create a} feeling of closeness and enhance interpersonal communication (2003, p.8 1).

Re】atlng tO proximity, ^COntaCt isan integral part or EAJES, since ^one or the goals clari[Ied in^{a course} study is,^as previously mentioned, ^{to nurture a} base of communicative ability. ^In accordance with the goal. EAJES revolves around studentsl ^contact indispensable for communicative tasks･ Without contact, it isnot too much ^{to say} that EA)ES can hardly achieve the goal ^toasatisfactory level.

1nteraction is also essential in EAJES. ^as the subpart of communication, which isa more developed form of ^one‑way communication, and, ^at the ^same time, ^a natural and authentic ^way of communication in daily life･ One of the ^most typical and ^common activities^{practiced in many} classes isa show‑and‑tell in which students make ^a speech about themselves uslng English and then show ^an object^{or a p)cture} in front of the class.

Self‑expression in English and speech attitudes^are emphasized firstand foremost in this presentation: however､ it should ^not end in^{Just g】Vlng a} Speech without ^the establish□1ellt

or interaction between ^a speaker and audience. For example, students engaged in EAJES commonly make ^a two‑sentence patterned speech such ^as, "This ismy cat. ) like her very much/I One thing^to be noted in this^case is thata teacher a)ways needs to encourage the whole class^tO respond ^to the speech, asking ^{even a very} simple question, like^"What is her namer ^or "How old is sher This encouragement ensures success in interaction oral ^least three‑time exchanges between a speaker and the audjence･

Cooperation is of importance in EAJES, as was previously discussed in relation^to motivation. Focuslng On the benefit in ^terms of ^acceptance in class, affective bonds between students ^are realized through cooperation. Therefore, game or group work requlrlng COOPeration is effective not only ^ln improvlng motivation, but alsoinpromotlng bonding.

Zn formlng an effective class, there should be arule ^to which class members ^agree and follow to strive for^{the same goal,} which is learnmg. ^ln addition, the rule^{ought tO} be accepted and regarded ^as approprlate by students instead ofjustbeing Imposed by the teacher (Levine^{& Moreland,} 1990).Regarding EAJES, the stereotyped rules employed ⁱⁿ many classes. sometime called ̀▲fourpromises:tare ‑‑Eye contact/I "Big smile:. "Clear voice/I and "Listen carefully:'although the expressions ^{may vary} slightly from class ^to class.^A repeated reminder of these rules is^a must‑do fわr teachers, since these rules^are important, but simple enough that students could ^pay less attention ^to them. The rules^are also directly related^to students'behavior in class and the communicative tasks in which they engage; therefore, ^even though teachers in EAJES should ^{create a} care‑free c一imate thataccepts any mistakes and ^errors in English use, it is important for them toalert ^every individual who fails^to follow them in order for^{norms to}be long‑lastlng and effective･

CorLCIusion

This paper discussed class dynamics generated in EAJES in relation ^to the

developmental stage of children in^5th and ^6thgrades andalso the mutual effects between

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EAJES and class dynamics.Aschildren in thisage group build their self‑concept through peers in ^a class ^gro叩, Which detemines their behavior in class and attitudes toward learnlng. Class dynamics ^{promote positive} communicative and motivational attitudes in EAJESI ^At the ^same time, EAJES provides ^an excellent opportunlty through various activities^{toaclass as} to generate effective class dynamics･

Itis suggested ^that EAJES could ^create multiplier effTects^on the development of both individuals and ^{a class group} and also possibly ^{promote other} school activities including other subjectsby class dynamics. The ef7Tectof EAJES actual)y^went beyond what teachers and researchers ^{orlglnally expected} inthe way that ithas ^amarked effect^on class dynamics assumed ^to be effective ^on communication and motivational development and potential)y bears the good ripple effects in all education. Without attention ^toa class where EAJES actually takes place, the ^base of communicative ability^{lS never} Cultivated enoughto ^meet

the goal orEAJES.

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