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Chapter 12 - Learner Strategy Training in the Classroom: An Action Research Study

Published online by Cambridge University Press:  10 November 2010

Jack C. Richards
Affiliation:
Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore
Willy A. Renandya
Affiliation:
Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore
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Summary

When I was in secondary school, I seldom asked questions. The reason was that the teacher always tried to explain the stuffs as detailed as possible, leaving no queries among students. Only the most curious student will ask questions. This method is well-known as the spoon-feeding education system in which we are fed with piles of notes and text books. On the other hand, students … only care about getting results good enough to enter a university. Students gradually become examination oriented. Eventually less and less students care about acquiring knowledge, which should be the aim of education. But in universities, things are totally different. Lecturers only give a brief talk on the topics, leave a hugh area for students to explore by themselves. This means that spoon-feed system no longer exists. Students cannot rely on the knowledge acquired in lectures.

Sandy [pseudonym], a first-year student at the University of Hong Kong)

INTRODUCTION

It was students such as Sandy who prompted me to carry out an action research study at the University of Hong Kong. Because of my students' prior schooling experience, they expect the teacher to structure the learning situation for them, telling them what to learn and how to learn, as their high school teachers have done. Many of them have difficulty coming to terms with the very different learning environment that they encounter once they enter college.

Type
Chapter
Information
Methodology in Language Teaching
An Anthology of Current Practice
, pp. 133 - 144
Publisher: Cambridge University Press
Print publication year: 2002

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References

Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training. Cambridge: Cambridge University Press
Nunan, D. (1995a). Closing the gap between instruction and learning. TESOL Quarterly, 29(1), 133–158CrossRefGoogle Scholar
Nunan, D. (1995b). ATLAS: Learning-centered communication. Levels 1–4. Boston, MA: Heinle & Heinle/International Thomson
Willing, K. (1990). Teaching how to learn. Sydney, Australia: National Centre for English Language Teaching and Research

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