1.3.3.1 Project aims
1.3.3.2 The project

1.3.3.1 Project aims
In sections 1.3.2.6 and 1.3.2.7 above we saw how teachers' and learners' beliefs may differ. As Richards and Lockhart (1994: 35) point out, these differences 'reinforce the importance of clarifying to learners the assumptions underlying teachers' classroom practices, or accommodating classroom practices to match them more closely to students' expectations. The consequences of not doing so are likely to be misunderstanding and mistrust on the part of both teachers and learners.'

The aim of this project is to help you to become more aware of your students' beliefs and assumptions, so you can take appropriate action where any conflicting beliefs are identified.

Back to top

1.3.3.2 The project
Alternative 1
Design a short questionnaire, or if possible, set aside 10 minutes or so of class time, to ask your students what language learning strategies or techniques they find helpful. These could be things that you, or the coursebook, ask them to do, or strategies they have picked up earlier in their language learning career or developed themselves.

(Note: if you are new to the concept of learner strategies, you may like to take a quick preview of section 12.2 of Module 12 before proceeding.)

To get them started, you could tell them briefly about your own preferred learning strategies, and ask them whether they use these.

If they are struggling to think of things, ask about specific areas, eg 'What do you do to help you remember new words?'; 'What do you do to expand your vocabulary?'; 'What do you do to help you understand when you are listening to / reading longer stretches of language?'; What do you do to improve your fluency when speaking?'.

Follow up by asking why the various strategies suggested are helpful, and in cases where there is disagreement among the group, ask why others would not use such strategies.

Unless you are using the questionnaire, take brief notes or record the discussion.

As you go through the responses later, think about which of the strategies suggested by the students support your own beliefs about how a second language can be learned effectively. For suggestions that conflict with your own beliefs, consider why you would not use these strategies yourself, especially in the light of explanations given by the students.

Consider how you will cater for any differences in preference of learning strategies among class members, or between the students and your own beliefs about approaches that facilitate learning.

Alternative 2
Conduct a similar survey / group discussion with your students, but ask them about their language course content / syllabus rather than learning strategies and techniques.

Consider how you will cater for any differences in preferred course content among class members, or between the students' and your own beliefs about what they should be learning.

Back to top