【正文】 for a summary, see Chamot, 1994) examined the effects of metacognitive, cognitive, and social strategy instruction received by learners of Japanese, Russian, and Spanish. Among other measures, students pleted learning strategy questionnaires in which they reported their frequency of strategy use in performing specific L2 tasks, and selfefficacy questionnaires in which they rated their perceptions of their ability to plete those particular tasks. Positive relationships between the frequent use of learning strategies and perceptions of selfefficacy were found in most groups。 Crookall amp。 Hooper Hansen, 1998。 Phillips, 1998。 (in which learners reply to letters expressing language learning difficulties), use of learner anxiety graphs, visualization, humour, cartoon story telling, and rhythmic breathing exercises. These fall on a continuum from more teachercontrolled to more studentcontrolled。University 75 High school 14Interlocutor The interlocutor who participated in the dyadic speaking tasks with the students over both terms was a trained ESL teacher and . graduate student with ESL teaching experience and native speaker proficiency in English. Teachers The teacher of the parison group was a trained ESL instructor registered in a TESL Master39。rnyei amp。 Oxford, 1992), and answered questions. In addition to an explanation of the study and background reading, the substitute teacher who taught the last half of the affective strategies group received a summary and handouts of the affective strategy lessons that had been presented earlier in the term. He was given a weekly calendar listing the strategies to be reinforced in each of the weeks to follow. I suggested that he examine his lesson plans at the beginning of each week, decide which strategies would best plement which lesson, incorporate the strategy reinforcement, and note the date on which this was done. The instructor received all the necessary handouts for the group discussions and other activities to be pleted in class. [5] The parison group instructor recorded 8 hours of general classroom instruction and provided me with a copy of all daily lesson plans for the regular curriculum。 Cohen, 1997) Relaxation exercises (Moskowitz, 1978) Music, visualization (Arnold, 1999) Humour: Video: The Best of Mr. Bean。 Cohen, 1997) Feelings checklist (Oxford, 1990) Language learning journal (Nunan, 1996) SLL advice column (Crookall amp。 [NeuroLinguistic Programming] has shown that if you can imagine yourself doing something, you are more likely to be able to do it (pp. 273274). Visualization was incorporated into other lessons focusing on impromptu speeches, the reduction of exam anxiety, and the use of laughter.Speaking TasksLearner descriptions of picture stories and objects were collected at pretest, immediate posttest, and delayed posttest administrations. At each of these, two separate speaking tasks were administered: a picture narration task and an object description task. At the pretest, the participants described one picture story。 Tremblay, 1975) shows a man and a woman who moved to the country, became overwhelmed by the physical demands of rural life, and eventually returned to a less difficult life in the city. The second (see Munro amp。 Bobko, 1984). On both tasks, learners estimated their perception of selfefficacy for learning to perform the task well (see Schunk, 1996). Schunk (1996, p. 8) cites testretest reliability coefficients ranging from r = .79 (mathematics。 Swartz, 1993) for selfefficacy measures administered in educational contexts. Usefulness of Strategy Instruction Scales Following the immediate posttest, learners in the affective strategies condition assessed the value of the strategy instruction that they had received. On a 5point scale (ranging from 1 = not at all to 5 = a lot), they indicated the degree to which affective strategy practice had been of use to them in classroom activities, in the experiment, and in real life situations.ProcedureThis research was conducted in pliance with the ethical standards of both my university and the host institution. Data were collected from all 31 participants at Weeks 1, 5, and 10 of the study. Learners left their classroom one by one for a period of 3040 minutes to plete the speaking tasks in a quiet room in the school. An unobtrusive omnidirectional microphone was placed in front of the student, and a low barrier allowed only eye contact with the listener. The interlocutor39。 that is, for 16% of the data reported here. Pearson correlations for interrater reliability were r = .837 on the narratives and r = .871 on the object descriptions. I derived a global task selfefficacy rating for each picture story by averaging the responses on each task scale (see Pintrich amp。t interested in visualizing. Furthermore, following the introductory visualization rehearsal (a girl going for a walk) there were lots of snickers, sexual imagery, joking, which had not been anticipated by either the researcher or the teacher. In a later lesson on coping with exam anxiety, learners were asked to visualize themselves thoroughly prepared for an exam and doing their very best (in contrast to what they had just seen in the video Mr. Bean Takes an Exam). The instructor noted that the students enjoyed the video and the brainstorming, but they didn39。s (1999) caution that . . . when working with any affectrelated area in the language class, it is wise to remember that nothing will be right for all the students all the time (p. 276).Usefulness of Affective Strategy InstructionDuring the immediate posttest following the affective strategy instruction, participants were asked to evaluate how helpful they perceived the affective strategies to be in classroom activities, in the experimental tasks, and in real life, using a scale ranging from 1 (not at all) to 5 (a lot). The mean score for usefulness of affective strategy instruction for classroom activities was (mode =