The natural approach to adult learning and teaching of L2 grammar

Learning a language in a natural way is normally understood to involve the development of implicit knowledge of that language. The acquisition of such knowledge takes place through communication and is driven by learnerinternal mechanisms which cannot be directly influenced by formal instruction. In the case of foreign or second language (L2) learning, the role of instruction is, then, to provide learners with opportunities for communication, and with assistance in those areas in which implicit learning is impossible or inefficient. This article argues that in the case of adult L2 learners the term “natural learning” should be interpreted as referring to explicit learning. This means that adult L2 instruction should primarily aim to engage the learners’ problem solving mechanism by providing them with explicit rules about the target code, and then with opportunities for proceduralizing and automatizing those rules. L2 acquisition is thus treated as the acquisition of a complex skill

The Teaching of Adults : Referring to Alan Rogers's Theory on Adult Learning and Teaching Adults

この論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました

ILS and RTP: Support to Researchers Provided by Information and Learning Services as Part of the Research Training Programme at the University of Worcester, Past, Present and Future.

The purpose of this article is to investigate the involvement of Information and Learning Services staff in the delivery of the Research Training Programme at the University of Worcester, UK with a focus on researcher receptivity. I believe that by constantly reflecting on the development of that part of the programme delivered by ILS and by examining feedback from the sessions, it is possible to improve and increase the level of researcher receptivity. It is hoped that such examination and reflection will be of value and relevance to the IL community since by reflecting on success and failure in a local context and by mapping this reflection to existing research enables librarians to improve the support provided to researchers within their institutions. This article outlines the support given to research students at the University of Worcester in the past, examines the changes leading to present programme delivery and reflects on considerations for future support. The article is underpinned by reference to current research undertaken in international (albeit Western-centric) contexts. I note that the rationale behind changes is embedded in current adult learning and teaching theory. In an increasingly competitive research environment where funding is dependent on a statistically monitored research output, the aim of such support is to integrate any IL contribution into the wider research training programme. Thus resource discovery becomes part of the reflexive research cycle. Implicit in this investigative reflection is the desire of the IL community to constantly strive towards the positive reception of IL into research support programmes which are perceived by researchers as highly valuable to the process and progress of their work

Teachers as Theorists

This paper addresses the tensions that exist between policy-makers and practitioners about what learning and teaching should really be about. It adds to the collective reflection on what learning is about and how we should never stop engaging in reflection about it in an active, revolving and changing manner. Similarities between second language learning and generic learning intersperse the reflective account as the author looks through the lenses of her own disciplines of Linguistics and English as a Second Language. The reflection digs deep into the emotions of a critical pedagogue and is finally channelled into a ‘pedagogy of hope’ for a better future

Coping, Confidence and Alienation: the early experience of trainee teachers in English FE

This article examines what both in-service and pre-service trainee teachers learn from their early experience of teaching in further education (FE) colleges in England. Despite differences between in-service and pre-service trainees, that early experience is often characterised by isolation and lack of control over practice for both groups. Though trainee teachers may develop as a result of this experience of working in FE, a discourse that emphasises their growing confidence obscures how these trainees may not be enhancing their professional practice, but rather learning to cope with difficult circumstances. This article draws on data gathered between 2005 and 2009 from two separate projects, one that focused on pre-service, the other on in-service teacher education in FE colleges. It problematises the effect of this early experience and applies the Marxist concept of alienation to analyse the development of trainee teachers in relation to coping rather than learning to teach and to the limited impact of government reform. As a partial counterbalance to the paucity of the early experience of many trainee teachers, the article concludes by arguing that teacher education for the FE sector should be constructed around a body of professional knowledge rather than the lengthy list of statutory professional standards that directs current provision

Masters' courses in the education of adults in the UK

This is a paper from the Academic Papers Online series from ESCalate, written by John Field, Richard Dockrell, Peter Gray in 2005. Universities provide a range of advanced qualifications for professionals who support adult learners. Describing and evaluating this body of work, though, poses something of a challenge. The field of continuing education is a broad one, which has been widened further by current government policies promoting lifelong learning, as well as by increased concerns for quality improvement among providers in further and higher education. Qualifications are accordingly offered under a variety of different titles: many universities now offer taught postgraduate courses in areas such as lifelong learning, continuing education, post-compulsory education and training or adult education. This report examines the background against which these courses developed, and explores a number of curricular and organisational issues associated with them. It includes, as an appendix, a list of courses currently offered in British higher education institution

S.A.C.R.E.D : is there a mystery in learning? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University

Relationships are at the core of life for all human beings. Learning is also core to our development as people. So is there a connection between relationships and learning that needs to be acknowledged and understood in the learning experience for adult educators? This study combined the use of Grounded Theory with Photo Elicitation Interviewing, and Interactive Drawing. The power of placing the camera in the hands of the participants allowed the subsequent interviews using grounded theory methodology to be driven by interviewees. The use of grounded theory allowed the emergence of potential connection between relationships and learning. The use of interactive drawing fostered the encouragement of spontaneous creative expression and self-motivated learning for the third interview which confirmed the emerging theory. Angela, Justine, Coral, Gina and I. Participants gave permission for first name to be used in this thesis, except Angela which is a pseudonym. were the five participants of the study who came from diverse backgrounds of formal and informal learning. They participated in the process through telling their stories using photo elicitation and subsequent interviews where they made discoveries about the connection between relationships and learning. Six theoretical categories emerged from the coding data. These were synergy, authenticity, connectedness, reflection, empowerment and discovery. These were grouped together under the acronym of S.A.C.R.E.D. Each letter indicates a group that emerged in the coding process which had properties that were innate in the learning process. From this study there emerged a theory that there is a connection between relationship and learning. The depth of this relationship was mystical; it spoke of a communion that was S.A.C.R.E.D. in the adult learning process

Best Teaching Practices for Engaging Adult Students\u27 Foreign Language Learning

Government initiatives for strengthening the safety of the United States led to increased requirements for military linguists\u27 knowledge of foreign languages. This study explored the development of professional training for instructors at a military language school to address the gap in teaching services. The purpose of this single case study was to explore best teaching practices for engaging adult students\u27 foreign language learning following andragogical principles. Knowles\u27s theory of andragogy provided the conceptual framework. Data were collected using anonymous responses to an online survey from 26 instructors who answered 3 open-ended questions. Data were analyzed by coding answers to the research question and indicated that approximately one third of participants preferred language-centered practices for engaging their students\u27 foreign language learning. Another third of the respondents noted learner-centered approaches, and the remainder listed both language- and learner-centered approaches among best teaching practices. The proposed curriculum might facilitate discussion about the benefits of each approach to promote teaching and learning at the site. Participating in suggested training that is grounded in the theory of andragogy and local data may bring about positive change by advancing instructors\u27 expertise, improving educational services, and resulting in increased students\u27 proficiency

Power and influence in Human Resource Development: teaching the politics of HRD on a professional programme

Addressing organisation politics is problematic in all parts of the management curriculum. It alludes to the dark side of organisational life and requires engagement with contentious issues of power and interest. Yet, at the same time, it potentially provides a critical perspective or window through which a richer understanding of management can be achieved. Set in this context it provides a challenge for curriculum and associated professional development. This paper reports upon a research based teaching and learning initiative undertaken in the context of one branch of management, human resource development, and considers its application for other professions. The initiative sought to raise the profile of the politics of HRD within the curriculum. The paper discusses the research undertaken to generate teaching material and how we have subsequently deployed this research within a process of curriculum development. Outcomes are discussed at two levels. First, conventionally, in terms of our use, for example, of a number of depth case studies within the curriculum. Secondly, in terms of the impact of the initiative upon our own self development and professional practice. It is in respect of the latter where we lay claim to more 'benefits'; though questions are raised about the ease with which such benefits may be transferred into curriculum and professional development in higher education management teaching more generally

The textuality of learning contexts

A significant aspect of learning contexts is the way in which semiotic artefacts mediate learning within them. The Literacies for Learning in Further Education (LfLFE) project is researching the role of texts and associated communicative practices in constructing and mediating teaching and learning, in shaping communities, in constructing and sustaining relationships, and in helping students to achieve their goals. A particular aim of the project is to identify ways in which people can bring literacy practices from one context into another to act as resources for learning in the new context. In this paper we explain what we mean by ‘literacy practices’, demonstrate the textuality of learning contexts through examples from contrasting curriculum areas, and show how learning can be enhanced by mobilising literacy practices from one context to another