Iranian undergraduates non-English majors' language learning preferences
For effective language learning and teaching , both learner skills and assumptions should be given due attention. In promoting this idea, students should be provided with the opportunity to clarify and assess their preferences. Moved with the conviction that learners and learners’ preferences are...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit UKM
2008
|
| Online Access: | http://journalarticle.ukm.my/2271/1/page1_21.pdf http://journalarticle.ukm.my/2271/ http://www.ukm.my/ppbl/Gema/GEMA%20vol%208%20%282%29%202008/page33_44.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | For effective language learning and teaching , both learner skills and assumptions should
be given due attention. In promoting this idea, students should be provided with the
opportunity to clarify and assess their preferences. Moved with the conviction that
learners and learners’ preferences are of crucial importance in the development of
language learning, we asked 192 non-English major undergraduates to state their views
on how they prefer learning English in the “General English “ class. The wide-spread
belief among Iranian university instructors is that in General English classes, students’
language learning preferences do not differ significantly. However, the results indicate
that there is a significant difference among non-English majors’ preferences, even in
different branches of the same major, regarding preferred teaching method, the most
important language skill and their motivational orientations. The results have implications
for syllabus and material design and classroom practice. |
|---|