This document discusses unlearning as a process to facilitate new learning. It introduces unlearning as letting go of known concepts to make space for unknown ideas. Emotional intelligence and its components like empathy are important for second language acquisition and guide how students unlearn to learn. The document provides techniques for developing students' emotional intelligence, such as cooperative learning and self-assessment, to improve language learning performance. It also addresses challenges like language anxiety and provides strategies for assertive communication to support unlearning.

1. EMOTIONAL
INTELLIGENCE:
UNLEARNING TO
LEARN
Dr.Prajna Pani
Asso.Prof. in Business Communication,
CUTM, Odisha

2. INTRODUCTION
“The shell must break before the bird can fly”
- Tennyson
 New perspective of unlearning
 Unlearning: It is letting go off the
known to create space for the unknown.
Prajna Pani

3. LEARNING USEFUL IGNORANCE
 ‘Not knowing’ needs to be put to work
 Knowing what to do when you don’t
know what to do
 Emphasis on the experimental culture
of learning
Prajna Pani

4. THEORIES OF
UNLEARNING
 Unlearning as deleting
 Unlearning as storing
 Unlearning as redefining
Prajna Pani

5. EMOTIONAL INTELLIGENCE
 The innate mental module
 EI & empathy part of second
language acquisition
 Guides us in the what and how of
unlearning to learn
 Language learning – a skill
 Performance measured by the ability
to understand, speak, read & write
Prajna Pani

6. HOW TO EQUIP THE
STUDENTS WITH THE
ABILITY?
 Methodology, Implementation, Meta-
Cognition
 Techniques: Cooperative learning,
brainstorming, peer discussion, self-
assessment, creative writing
 Emotion-generating & emotion-
managing techniques lead to L2
learning performance
Prajna Pani

7. FEAR PSYCHOSIS AN
INHIBITION
 Accents can be hard to understand
e.g, “New York” , “New Yawk”
 Language Learning is threatening to
learners
 Determination, patience, practice
 Situation-Specific type of anxiety
 An emotionally intelligent student
understands more about others emotions
Prajna Pani

8. THE LANGUAGE OF THE EQ
 Learners have a tendency to
overcomplicate how we feel:
 You ‘re driving a bit too fast, aren’t
you?
Please slow down.
 ‘Your driving is rough’
I ‘m scared.
Prajna Pani

9. LANGUAGE USE IN TERMS OF
FUNCTIONS
 Labelling feelings
I feel/ I am angry/impatient/bitter/frightened
 Empathising
I understand/accept/ realise
Suggesting
I/ you could/might
 Stating wants and needs
I/ you need/would like/want to
Prajna Pani

10. FORMULAIC EXPRESSIONS
 Restructure language style
 Language to be avoided: giving
commands, strong advice, blaming…
 Conscious awareness of the models
and structures may help the learner
master the structures rather than be
limited by them.
Prajna Pani

11. SELF DIRECTION AND
COLLABORATIVE LEARNING
 Meta-cognition
 They appeared to be talking(together) on
private affairs.
 You need not wonder that the (subject)
matter of his discourse was excellent; it was
taken from the Bible.
 He took wine and water and mixed
them(both) together
Prajna Pani

12. COLLABORATIVE LEARNING
 Confidence
 Positive class ambience
 Encourage cooperation
Prajna Pani

13. UNLEARNING THE LEARNT:
Erroneous Grammar, Queens
English
 I am due to meet the boss, aren’t I? ×
 Please find attached my resume for
your perusal. ×
 I had been waiting for the article to
finish. ×
 The yoga guru looks sober. ×
Prajna Pani

14. LEARNING ASSERTIVENESS
 Unlearning as simply learning to see things
differently
 Strategic Learning
Assertive “no”- not a direct dismissal, it’s an
articulation of your own feelings/interests
I appreciate the invitation, but I can’t m it this
ake
tim e.
 Unlearning emotional stuff that prevents heathy
transaction
 I & We statements
 Appropriate body language Prajna Pani

15. TRANSACTIONAL ANALYSIS
 Unlearning to disregard other people’s
viewpoints.
 To realise interpersonal
Communications
 Listening
 Feedback
Positive Strokes, Negative Strokes
Prajna Pani

16. STROKES
 Conditional
You did a great job on your live project
assignment.
That was the worst report I have ever
read.
 Unconditional
You are a sincere student.
I’ve never seen such a stupid.
Prajna Pani

17. CONCLUSION
 Reveals the recent applications of EI
competencies
 Introduces it as a unique and new
quality tool for teaching and learning
Prajna Pani

18. THANK YOU
FOR UNLEARNING TO LEARN
Prajna Pani