【正文】 ed from Arnold, 1999, p. 275). Debriefing followed. Next, with soft music playing in the background, learners participated in a longer exercise in which they were led through a relaxation exercise (Moskowitz, 1978, p. 179). Then they took a mental walk up a mountain to a meeting with a master teacher who inspired them with renewed confidence and insights on how to excel in learning English (Arnold, 1999, p. 278). Arnold (1999) maintains that this type of exercise can enhance selfesteem and selfefficacy: In a relaxed state, the mind is receptive to a restructuring of one39。 summary of the movie Patch Adams。 these provided a framework for the integration of affective strategies into the treatment group curriculum. In the affective strategy condition, the principal instructor audiotaped 10 hours of strategy and general class instruction。 Malderez, 1997。s program who had taught ESL/EFL for 5 years. The treatment group was taught by a second instructor who had 13 years of ESL/EFL teaching experience, a . in TESL, and a . in Instructional Technology with a TESL focus. This teacher, unfortunately, was unable to teach for the entirety of the term due to prescheduled annual holidays. However, he pleted the affective strategy instruction. The role of the substitute teacher, who joined the study after the immediate posttest, was limited: he was instructed simply to reinforce the use of the affective strategies already taught, based on material that I provided to him. I used the Communicative Orientation of Language Teaching (COLT) Observation Scheme (Spada amp。 although all can be taught and encouraged by the teacher, the teacher has more control over some than others. For example, the use of humour, music, visualization, and relaxation in the classroom would likely be initiated by the teacher, whereas selftalk, risktaking, and monitoring are more studentregulated strategies.This study was undertaken, using Oxford39。 Rinvolucri, 1999) have described activities for enhancing L2 learners39。 Medgyes, 2002。 Oxford, 1991。 affective strategies, however, were not included in the research design. An examination of the effects of affective strategy instruction on selfefficacy is included in this study. [3]Enhancing Classroom AffectAn increasing number of materials have emerged over the years to enhance affect in second language classrooms. Oxford (1990, p. 163) delineated three types of affective strategies that can be used to regulate learner attitudes, motivation, and emotions. These include strategies for anxiety reduction (using progressive relaxation and deep breathing exercises, music, and laughter), for selfencouragement (making positive statements, taking risks wisely, and administering selfrewards), and for monitoring emotions (listening to the body, pleting a checklist, writing a language learning diary, and discussing feelings with peers).Numerous authors (., Campbell amp。 Robbins, 1993。 Cl233。ment, 2001。 Kruidenier, 1985。ment, Gardner, amp。ment, D246。 see Bandura, 1997) and in L1 educational contexts (Pajares, 1996。 De Groot, 1990。 the effect of the affective strategy ponent alone, however, could not be partialed out. As Chamot (2001) stated, there is a continuing need for more intervention studies to determine the effects of strategy training on language learning and proficiency. One of the issues that the present study will examine is the effect of affective strategy instruction on ESL learners39。 Horwitz, 1986。 MacIntyre, 1992。 Madsen, Brown, amp。 Gardner, Moorcroft, amp。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。 Horwitz amp。 Gardner amp。 Cl233。 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。 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。 Gardner amp。 Lambert, 1972。 Cope, 1986。 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。 Gardner, 1985。 Gardner, 1989。 Young, 1991). Although several laboratory experiments were conducted in this area (., Gardner, Day, amp。 Steinberg amp。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。 Pintrich amp。 Gunn, 1985). Much research in the health domain (., treatment of phobias。ment and associates has established that a closelyrelated construct, linguistic selfconfidence, is an important ponent of second/foreign language motivation (see, for example, Cl233。 Cl233。ment amp。 Cl233。 Noels amp。s coping potentials, relevant to a range of tasks and subject domains. (p. 56)Limited experimental research on taskspecific selfefficacy and L2 strategy instruction has been conducted to date. Two intervention studies (Chamot, Barnhardt, ElDinary, Carbonaro, amp。