SECTION ONE - INTRODUCTION
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THE GOOD LANGUAGE
LEARNER REPORT: SECTION ONE - INTRODUCTION |
Abstract: A number of researchers have examined the variables/strategies that affect student's learning English as a second language. This report identifies some of the learner variables/strategies used by two students in a Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires. The findings are discussed and some implications highlighted.
What makes a 'good' language learner 'good', and what makes a 'poor' language learner 'poor'? What does this imply for the teaching of language in the Hong Kong context? These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies. Learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: Chp 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987:71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either 'good' or 'poor'.
Learner variables and strategies have been the focus of a number of research projects, ( O'Malley et al., 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.
In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research points out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside the minds of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success or failure in a particular language learning situation.
Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students.
The following sections will outline two students, identified as being 'good' and 'poor' language learners respectively. Section Two outlines the methodology and background to this assignment, explaining the methods of data collection. Section Three presents the findings of the interviews and questions, analyzing the variables and strategies identified and considering their significance. Section Four discusses the implications of the findings for teaching, leading into a brief conclusion to the essay. Although the essay focuses only on two individual learners, it is hoped that the findings will have some relevance to my own teaching approach. We will now move on to discuss the methodology and approach adopted.
Source : Adapted from a report by Aileen Shaw
Vocabulary
// gleaning
- finding out, learning Return
// cognitive
- cognition is the mental act or process by which knowledge is acquire. This area has recently given birth to 'cognitive science' including elements of the traditional disciplines of philosophy, psychology, semantics and linguistics together with artificial intelligence and computer science. Return