Language Rich Environment for Stress Management

Introduction

            Recently a lot of discussions have been conducted on the significance of stress management in the learning process. Classroom is the main platform for learning. Hence foremost importance should be given to stress management in the classroom. In a language especially, a foreign language classroom stress management is very essential because learning a foreign language involves the process of understanding, analyzing and distinguishing the language structures and usages.  Complex activities related to the language elements are needed in a foreign language classroom. This may create a lot of stress problems in the classroom. A language rich environment is essential for preventing stress problems. A language rich environment consists of the following things.

Ø  The classroom environment must be relaxed and secure

Ø  Create a democratic environment for the learners

Ø  Infrastructural facilities should be ensured

Ø  Create exposure to the target language so that learners have more opportunities for communication

Ø  Create an informal atmosphere

Ø  Adopt tolerant attitude towards errors. If the teacher strongly feels some correction is needed, do it incidentally

Ø  Provide an atmosphere where learners are free from tension

 A language rich environment consists of other areas, which also contributes to stress management. Among these the concept of language and the nature of language learning are prominent. Changes that need to be brought to this area are as follows:

a)    Learning   vs  Acquisition

          There is a basic distinction between learning a language and acquiring a language. Acquisition is a non-conscious process, where as learning is a conscious process. The individual while undergoing the process of acquisition may not be aware neither of the process nor of its end result. In language acquisition, the aim is to enable the learner to communicate by using language in real life situation.

b)    Repetition  vs Recurrence

          Conventional approaches have emphasized the role of repetition in the process of learning a language. They assume that the second language can be learnt by practicing language skills ignoring the fact that the language system cannot be acquired thus. A relevant notion for acquisition is recurrence, which is not a deliberate one.

c)     Isolated facts  vs  Clusters of  language facts

            Language is acquired by internalizing clusters of language facts and not by learning isolated facts of language. Isolated items do not provide coherence and structure to the language.

There should be some changes in the method of teaching, which would facilitate learning and thereby manage stress. The areas that need to be changed are as follows:

a)    Teaching  vs  Learning

Conventional approaches give a lot of importance to direct teaching. The role of the teacher in the acquisition model is that of a facilitator. The new methodology should give more emphasis on learning, which is learner centered.

b)    Risk avoiding  vs  Risk taking

The new approaches acknowledge that making mistakes is natural and inevitable in the acquisition process. Instead of avoiding risks learners are encouraged to take risks. This will help the learners to actively participate in all the learning activities without any stress.

            Changes should be brought about in the area of materials to be learnt. Changes in the text books and other learning materials help the learners to read it enthusiastically. The necessary changes are:

a)    Static  vs  Dynamic text

A prescribed textbook however well written it may be, will not be a proper substitute to dynamic texts in the form of speech. Since the role of the text book is minimal, what is needed is a variety of materials that can generate dynamic text.

b)    Teacher’s  vs  Learner’s material

The text book should give provision for the learner to construct his own texts from it. It will elevate him from the status of a passive recipient to that of the creator.

            Stress management in classrooms is very much depended on the environment in the classroom. Conducive atmosphere is to be created for facilitating learning. The changes that should be brought to the classroom environment are:

a)    Formal  vs  Non-formal

The conventional learning environment is very formal. This will not facilitate proper language acquisition. The less formal the learning environment is the more will it be congenial for language acquisition.

b)    Competitive  vs  Cooperative

An environment which creates unhealthy competition among learners blocks the growth of the personality and individuality of the learner. The environment should be cooperative as against competition.

c)     Autocratic  vs  Democratic

The autocratic nature of a teacher will ruin the child-friendly atmosphere of the class. The autocracy of the teacher and the submissiveness of the learner will have to be dissolved. A good classroom is one where the teacher exercises her role as a democratic leader.

Conclusion

            Stress management plays a vital role in the learning process. In a language class a variety of activities should be incorporated. For this, changes have to be brought about in the various realms of education. Innovative endeaviours should be launched for developing new techniques and changes in the existing system for proper stress management.

 REFERENCE

1)      Anandan, K.N.(2006).Tuition to Intuition: The Constructive Perspective on Second Language Pedagogy. Kerala: Transcend.

2)      Aslam, M.(2003).Teaching of English. New Delhi: Foundation books.

3)      Baruah,T.C.(1991). English Teacher’s handbook. New Delhi: Sterling publishers.

4)      Lado,R.(1961). Language Testing. London: Longmans

5)      Saraswathi,V.(2006). English Language Teaching: Principles and Practice. Hyderabad: orient Longman