A cognitive method for EFL classes.

Abstract

This paper discusses a method of strengthening th e awareness on and through learning and self-esteem in language classes. It is a cognitive method, whic h emphasizes the importance and necessity of informing the students of basic aspects of learning and language learning ineorder to help them build up their lear ning strategies consciously. At the same time it is clai med that an awareness on personal learning process contributes effective learning and raising self-esteem. Trends in language teaching methodology have focused attention on some studies in Humanistic/Analytic Psychology, and have been searching for the ways of effective language teaching models in view of universals of human cognition and psyche. Many of the innovative language teaching methods and approaches have been benefiting from humanistic psychology. These teaching methods express the interest in the total person and not simply the intellect and offer to provide a blend of the c ognitive and affective way of teaching in EFL/ESL classes. Many of the studies on language learning underline the importance of raising selfesteem and awareness in our classes, wh ich means that we can not talk about a successful language class in which the students fee l insecure and discouraged. Haycraft notes (1999) that teaching English successfully is not ju st a question of method. We have observed many classes where teacher's techniques were superb, but where the students were reluctant to learn because the teacher was not interested in the m as human beings, and the lesson developed like the workings of a machine, functioni ng in isolation.(P.6)As Haycraft emphasizes, the best lesson may fail due to the fac t that the personal diversity and needs are underestimated. Moreover, when we think of a class in which the audience is willing to participate in, speak and produce yet they can not break their walls, Haycraft's picture can be seen so optimistic. There are many similarities and differences between adult and younger learners. Perhaps the greatest difference is that the former come to class with a long history of learning experience.(Harmer 1999) Learning experiences of adults maybe both full of glories and failures which possibly leads them to anticipat e how teaching and learning should be carried out. It can be said that most adult learner s have a definition of learning. Also we should recall adults are more nervous of learning t han younger learners are. When we reorganize the picture of adult classes that we hav e reviewed up to now, a need for CM can be emphasized : Let's imagine a class where most of th e students have an idea of learning, and bring a great record of learning experience which i s full of success and failure and where they are nervous of making mistakes just in front of the beautiful ladies and handsome gentlemen. The most appropriate solution is that we must lead them to learn about learning itself so that they can monitor their learning process consciously and of course, can make some changes in