Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching

Language and higher education: two current challenges

For higher education, two recent changes in world language practices are crucial: the emergence of English as the default language of international communication, and the technology of the Internet. The first appears to have contributed to problems of motivation for English-speaking learners of foreign languages. Information is provided about responses in England to a crisis in recruitment that is shared by other English-speaking countries, and suggestions are made about how higher education might respond. The second raises more general cultural issues, and this article briefly explores some concerns about the concept of plagiarism and the way universities react to it. Both these issues reflect the interplay between language use, cultural norms, power, and educational values

Teaching literature: a wold presfective

ix, 172 p.; 23 cm

Applied linguistics and english language teaching

386 p.; 32 cm

Teaching literature: a wold presfective

ix, 172 p.; 23 cm

Individual freedom in language teaching : Helping learners to develop a dialect of their owm

xiii, 207 tr. ; 24 cm

Communicative methodology in language teaching : the rules of fluency and accuracy

x, 166 hlm., 24 cm