Community Language Learning

Curran’s Counseling Learning Approach is grounded in humanistic psychology and was developed by Charles A. Curran. Its principles focus on reducing anxiety and treating language learning as a collaborative, interpersonal process rather than a purely cognitive one.

Principles of Curran’s Counseling Learning Approach

Community: In Curran’s Community Language Learning, community refers to a supportive, non-competitive learning group in which emotional security, mutual dependence, and shared responsibility enable language development.

Reflection: Reflection is a guided process in which learners verbalize their emotional reactions, learning difficulties, and sense of progress after a communicative activity.

Reflection allows learners to:

become aware of anxiety

externalize frustration

recognize progress

So, reflection is:

• metacognitive

• emotional

• collective (often shared orally)

1. Learning as a Counseling Process

Language learning is viewed as similar to psychological counseling:

• Learners are seen as clients

• The teacher acts as a counselor
  The counselor supports learners emotionally and linguistically rather than directing them authoritatively.

2. Reduction of Anxiety (Security First)

Effective learning occurs only when learners feel safe and accepted.

• Fear of making mistakes is minimized

• Emotional security precedes linguistic accuracy

3. Teacher as Facilitator, Not Authority

The teacher:

• Does not dominate the lesson

• Provides help only when requested

• Translates, reformulates, or models language gently

This increases learner confidence and autonomy.

4. Learner Autonomy and Self-Direction

Learners:

• Decide what they want to say

• Control the pace and content of interaction

• Gradually become independent of the teacher

5. Whole-Person Learning

Learning engages:

• Cognition (thinking)

• Emotion (feelings)

• Social interaction

Language is not separated from the learner’s identity or emotional state.

6. Community Building

The classroom is treated as a supportive community:

• Learners sit in a circle

• Cooperation replaces competition

• Peer support is encouraged

7. L1 as a Bridge, Not an Obstacle

The mother tongue is used strategically:

• Learners express ideas in L1

• Teacher provides L2 equivalents: This reduces frustration and enables meaningful communication from the start.

8. Gradual Movement from Dependence to Independence

Learners progress through stages:

• Heavy reliance on the teacher

• Partial reliance

• Independent language use

This mirrors emotional growth in counseling.

9. Reflection and Self-Evaluation

After activities, learners:

• Reflect on how they felt

• Discuss difficulties and successes
  This metacognitive step is essential in CLL.

Visa Scores

sukeyna 52

ebru 58

ırmak 50

ceylin 35 

hatice nur 85

mehmet sabri 31 

ergün 36

ozan 33

burak 42

ömer faruk 47

fatih kaan 38

efe 44

elif yaren 38

kader 40

yağmur 59

alperen 41

berk salih 43

melisa 43

kerim 49

cansel 26

sakine gül 30

buse 35

nazlı ece 60

elif 50

edanur 51

ceren 60

ilayda 38

ilkay 45

çiğdem 37

imen 70

şeyma 79

beyza bayırlı 51

şevval 74

eylül 45

deniz 47

kadir 36

orhan 64

burcu 37

sultan 31

deyana 46

hilal 75

emine 44

beyza zülal 54

Krashen's Five Hypetheses

1. The Acquisition-Learning Hypothesis

This hypothesis differentiates between two ways of gaining a second language:

Acquisition is a subconscious process, similar to how children learn their first language, focusing on meaningful interaction.

Learning is a conscious process, involving formal instruction, rules, and grammar.

Example: A student acquires a new word by hearing it repeatedly in context versus learning it by memorizing a definition.

 

2. The Natural Order Hypothesis

Language structures are acquired in a predictable sequence, regardless of the learner's age or first language. Some grammar rules (e.g., -ing in English) are learned earlier than others (e.g., third-person singular -s).

Example: Beginners may use “She running” before mastering “She is running.”

 

3. The Monitor Hypothesis

The "monitor" is the part of our mind that edits or corrects language output based on learned grammar. While helpful, overusing the monitor can slow fluency.

Acquisition provides the fluency; learning acts as a monitor.

Example: A student self-corrects saying "He go" to "He goes" during a conversation.

 

4. The Input Hypothesis

Language acquisition happens when learners are exposed to comprehensible input slightly beyond their current level (i.e., i+1). . Vygotsky’s zone of proximal development supports this hypothesis, where in students must go beyond what they already know and build their new understanding on that foundation

i = Current knowledge (initial knowledge, input)

+1 = New, slightly challenging language material

Example: A beginner understands “I am eating an apple” even if they are unfamiliar with the word “apple” because of the context.

 

5. The Affective Filter Hypothesis

Emotional factors like motivation, confidence, and anxiety influence language acquisition. A "high affective filter" (e.g., stress, fear of mistakes) can block input, while a "low filter" fosters learning.

Example: An anxiety-free student in a friendly environment is more likely to acquire language than one who is anxious or pressured.

 

Implications

Use examples and activities that illustrate each hypothesis. For instance:

Acquisition vs. Learning: Engage students in storytelling or role-play to emphasize acquisition, in addition to grammar drills that emphasize learning.

Input Hypothesis: Use graded readers or videos with visuals to provide comprehensible input.

Affective Filter: Create a supportive, low-stress environment in class.

Visa scores

merve 87

yunus emre ç 59

ayşe eylül 74

elif nur 77

ege 69

batu 69

zeynep dağ 57

nadir 66

cahit 59

hatice alkan 91

özlem 57

hatice kübra 71

ekin 32

okan 37

kemal 60

edanur 83

süleyman 50

berat 45

püray 46

öznur 74

alper 50

fatima 40

birsu 48

hümeyra 50

seda 77

zeynep tuğçe 67

suphiye 73

yusuf 56

zümrüt 50

hatice nur 55

emre s 62

kader 68

elif 55

Vize notları

 

Emine Gül Durmuş 48

Ertuğrul Güner 37

Özgür Anıl Çelik 51

Birsen Erbaş 50

Zeynep Sueda Akçalıoğlu 43

Approaches Final Tarihi

 Final sınavı 31.05.2024, Cuma günü 11.00 de, 413'te yapılacaktır.

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