【正文】 The Effects of Affective Strategy Training in the ESL ClassroomAbstractThis paper presents the findings of an intervention designed to examine the effects of affective strategy instruction on measures of second language proficiency and of selfefficacy. The participants in this study were 31 adult intermediatelevel ESL learners registered in a fulltime ESL program in a postsecondary institution in Canada. Two classes participated in this study。 one received 12 hours of affective strategy training, and the second served as a parison group. At Weeks 1, 5, 10, and 15, learners pleted two sets of oral informationgap tasks: picture story narratives and object descriptions. Prior to each task, they provided scalar judgments of their ability to provide accurate descriptions. The data from the selfreport questionnaires and from the transcripts of the audiotapes were used to analyse students39。 perceptions of selfefficacy and their second language performance. The results are discussed with respect to the context in which the training was conducted. IntroductionDifferential success in second or foreign language learning has been attributed to individual differences such as intelligence, aptitude, personality, motivation, and anxiety. The development of humanistic psychology, which sought to establish a holistic approach to learners, led to an increased focus on individuals39。 emotions and feelings. Maslow (1971), for instance, posited that cognitive and aesthetic goals leading to selfactualization could not be achieved unless human physiological needs, the need for safety and security, the need for belonging, and the need for selfesteem had been satisfied. Rogers (1969) argued that learning should be experiential and convergent with learner goals and that it should take place in a supportive environment. [1]In second language learning, this affective approach manifested itself in methods such as Community Language Learning (Curran, 1972) and Suggestopedia (Lozanov, 1979). A strong proponent of humanism in language teaching, Stevick (1980) argued that . . . [language learning] success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom (p. 4). In his affective filter hypothesis, Krashen (1982) posited the existence of an internal barrier that interfered with second language acquisition when learners were anxious or bored. Schumann (1997, 2001), informed by recent developments in cognition research (Damasio, 1994。 LeDoux, 1996), proposed that the psychology and neurobiology of stimulus appraisal (based on novelty, pleasantness, goal/need significance, coping potential, and the self and social image of the learner) determine the extent to which second language learning is achieved. These theories regarding the important role of affect in learning have resonated strongly with the intuitions of many second and foreign language teachers.Over the past three decades, research in second language acquisition has confirmed hypotheses that language learning is indeed enhanced by attention to affect. Gardner and colleagues (Gardner, 1985。 Gardner amp。 Cl233。ment, 1990。 Gardner amp。 Lambert, 1972。 Gardner amp。 MacIntyre, 1993) conducted extensive investigations of individual differences in language learning success。 other studies (Horwitz, Horwitz, amp。 Cope, 1986。 Horwitz amp。 Young, 1991。 MacIntyre amp。 Gardner, 1989, 1991b) examined the construct of language anxiety. Price (1991) interviewed learners who reported debilitating anxiety caused by instructors who criticized their pronunciation or focused on classroom performance rather than learning. Bailey39。s (1983) diary of her French classroom experience indicated that petitiveness and anxiety motivated her both to work harder on some occasions (facilitating anxiety) and to avoid class on others (debilitating anxiety). Young39。s (1990) research with language learners suggested that teachers who used humour and created a friendly, supportive, and relaxed classroom atmosphere that encouraged risktaking were most helpful in alleviating foreign language anxiety and facilitating learning. The majority of studies that explored the relationship between affect and second language performance were noninterventions (., Brown, Cunha, Frota, amp。 Ferreira, 2001。 Gardner, 1985。 Gardner, Moorcroft, amp。 MacIntyre, 1987。 MacIntyre amp。 Gardner, 1989。 Madsen, Brown, amp。 Jones, 1991。 Price, 1991。 Young, 1991). Although several laboratory experiments were conducted in this area (., Gardner, Day, amp。 MacIntyre, 1992。 MacIntyre amp。 Gardner, 1991a, 1994a, 1994b。 Steinberg amp。 Horwitz, 1986。 Stevick, 1999), few experimental classroom studies focusing on affect have been documented. A series of interventions conducted by Moskowitz (1981, 1999) with high school second and foreign language students reported positive correlations between the use of humanistic exercises and students39。 attitudes towards language learning, their classmates, and themselves. Results of questionnaires administered to the teachers in this study also showed improved attitudes toward their classes and enhanced selfconcept and selfawareness. Cohen, Weaver, and Li (1998) investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a selfdescription, a story retelling, and a description of a favorite city. Some of the many strategies considered by teachers and students in the three experimental classes to be useful for the oral tasks were affective: deep breathing, positive selftalk, visualization exercises, relaxation techniques, taking one39。s emotional temperature, selfrewards, persistence, and risktaking. Superior results in overall speaking performance shown by the experimental group on the city description task were attributed to the use of strategies, some of which were affective。 the effect of the affective strategy ponent alone, however, could not be part