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Because of this, most English stu- dents feel very nervous about speaking. They have no confidence. They feel more comfortable taking a test than having a real conversation. Trauma Cause 2: Speak Dammit! Traditional teaching methods focus on output. What does this mean? It means that most schools want students to immediately produce English. In other words, they force students to write, to take tests, and sometimes to speak.

For example, in that Japanese class, the teacher sometimes put the students in small groups. The students always looked confused and nervous during these activities.

This kind of speaking is unnatural. It is stressful. Of course, we all want to speak English. The problem-- traditional classes force students to speak too soon, before they are ready. Also, they force students to speak in totally unnatural ways.

Language research shows that understandable input is the key to speaking well. The more you listen, the better you eventually speak. There is also an emotional problem.

When teachers force students to speak when they are not ready, students become very nervous. This feeling is repeated and strengthened again and again. Eventually, the student feels stress every time they try to speak English! In other words: they get English Trauma. Traditional English teachers love to correct errors. You take a test, and the teacher identifies your errors. You try to speak, and immediately your errors are identified and corrected.

In many classes, students are forced to speak while the whole class listens. Of course, this makes the student feel very nervous. However, it gets even worse. As the student speaks, the teacher will sometimes identify their errors and correct them-- while the whole class listens. Of course, this feels terrible. Its embarrassing. Its super stressful. It makes the student feel stupid.

For example, we divide a class into two groups. In group 2, the teacher never corrects errors. At the end of one year, we test both groups of students. The result every time : there is NO difference in accuracy NO difference in the number of errors that students in each group make. Error correction seems logical, but the truth is-- it is totally ineffective. In fact, error correction is worse than ineffective-- it actually damages the students. There is another result we find when we compare Group 1 and Group 2: They both still make the same number of errors, BUT Group 1 speaks more slowly.

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