Language Centres at a Crossroads

Recently, studies have reported that language learners´ beliefs show influence on their language learning (Abdi & Asadi, 2015; Alhamami, 2019). Specifically, researchers reported statistically significant correlations between beliefs and achievement (Castro & Mail, 2017). Preconceptions or preconceived ideas, a rather general educational concept, have become rather rarely a subject of research in the field of language learning. In her study, the author suggests their playing a significant role in effective language learning; specifically she anticipates preconceptions of educational content and beliefs about learning strategies to become significant factors in effectivity of language learning process. She also considers language learning beliefs and preconceptions to show a potential to affect student learning autonomy in the process of becoming a less teacher dependent learner (Author, 2015). In a study implemented at a Czech university of technology, the author investigated study strategy beliefs and course content preconceptions of all first year students entering English for Specific Purpose (ESP) courses. She distributed a self-developed questionnaire focusing on the following items: beliefs about course content and learning strategies, previous experience with ESP, level of language achieved, learner-teacher control of learning process and responsibility for learning outcomes. The results show that the number of learning tactics and strategies suggested by the study participants to be used in an ESP course is directly proportional to the language level achieved. Moreover, higher language competence at the entrance of the course correlated with more realistic preconception of language needs of alumni and also with beliefs about the content of the course. To conclude, the information on student beliefs and preconceptions can help in choice of suitable educational methods and in selection of curriculum content; it could prevent formation of a destructive conflict between teaching and learning styles or at least help in transforming the conflict into a constructive one (Mareš, 1998). The above findings and suggestions might be potentially considered in forming curricula and educational background of language courses at universities and in higher education institutions.

Autorka předpokládá, že prekoncepce učebního obsahu a představy o účinných studijních strategiích mohou hrát zásadní roli v procesu efektivního učení se jazyku a mohou také ovlivnit rozvoj studijní autonomie. Ve studii uskutečněné na české technické univerzitě administrovala autorka všem studentům 1. ročníku vstupujícím do kurzu angličtiny pro specifické účely (ESP) dotazník zaměřený na následující faktory: prekoncepce obsahu kurzu a účinných učebních strategií, předchozí zkušenost s ESP, úroveň jazyka, řízení procesu učení učitelem či studentem, odpovědnost učitele či studenta za dosažené výsledky. Výsledky ukazují, že studenti s vyšší úrovní jazyka volili větší počet strategií vhodných pro ESP učební kontext, měli lepší představu o využití odborného jazyka v praxi a měli výstižnější představu o vhodném obsahu učiva. Informace o představách a prekoncepcích studentů jsou důležité při tvorbě kurikula a volbě učebních stylů a mohou zabránit, aby nedošlo při výuce a učení se ke vzniku destruktivního konfliktu mezi stylem učitele a studenta.

References:

Abdi, H., & Asadi, B. (2015). A synopsis of researchers on teachers´ and students´ beliefs about language learning. International Journal on Studies in English Language and Literature, 3(4), 104 – 114.

Alhamami, M. (2019). Learners´ beliefs about language learning abilities in face-to-face &online settings. International Journal of Educational Technology in Higher Education, 16(31), 1-23.

Author (2015). Learning Styles of University Students and Internet-based Environments: the Brno University of Technology Experience. CASALC Review, 2014–2015(3), 19–37.

Castro, F.M.P., & Mail, M.A-A. (2017). Students´ language learning beliefs and other aspects that affect their achievement. International Journal of Linguistics, 9(6), 74-86.

Mareš, J. (1998). Styly učení žáků a studentů [Learning styles of pupils and students]. Praha, Czech Republic: Portál.

The author studied organic chemistry and English language and literature at Masaryk University. She works as an ESP/EAP lecturer at a technical university where she was appointed a guarantor of English courses.

The author deals with learning styles and strategies, interconnection of language teaching and general pedagogy, and lifelong language learning techniques. She has gained teaching experience during stays abroad such as visits to the University of Fremantle in Australia or Technische Universität München, Germany.

She has participated in several nationwide or university projects and in international conferences; her articles have been published in several journals.