Начальник кафедри кримінального права та кримінології факультету підготовки фахівців для підрозділів кримінальної міліції
David Little mentions Ivan Illich's idea that a school "institutionalizes values" (1991: 9). Carl Rogers, operating on a necessarily identical mindset, believes that we could easily "do away with teaching. People would get together if they wished to learn" (1969: 154). No doubt these were radical notions, even in the 1960s. It seems that schools may create a barrier between learning and living, between experience and reality – by taking learning and reflection away from the realm of the students' free choice. However, Rogers's idea is not only a frontal attack at all imaginable educational institutions; in more general terms, it could be conceived of as an attack against all institutions. Schools are gigantic enterprises that tell millions of people what to learn (even at universities, eponyms of free human thought, knowledge is more often transferred than negotiated); consequently, other state (or private) institutions work along very similar lines. It is our sincere wish that centuries from now, people – going along the line with Illich and Rogers – will knock down all existing institutions that exceed the boundaries of a tiny city state, thus proclaiming themselves free.
6. References:
BENSON, Phil (2001) Teaching and Researching Autonomy in Language Learning, Pearson Education Limited.
BRANDES, Donna, GINNIS, Paul (1986) A Guide to Student-Centred Learning, Simon & Schuster Education.
BUTLER, Yuko Goto (2005) 'Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan' Language Teaching Research 9(4): 423-446.
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COTTERALL, Sara (1995) 'Readiness For Autonomy: Investigating Learner Beliefs' System 23(2): 195-205.
COTTERALL, Sara (1999) 'Key variables in language learning: what do learners believe about them?' System 27: 493-513.
CRABBE, David (1993) 'Fostering Autonomy from within the Classroom: The Teacher's Responsibility' System 21(4): 443-452.
DICKINSON, Leslie (1987) Self-Instruction in Language Learning, Cambridge University Press.
DICKINSON, Leslie (1992) Learner Autonomy 2: Learner Training for Language Learning, Dublin, Trinity College: Authentik Language Learning Resources Ltd.
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GREMMO, Marie-José, RILEY, Philip (1995) 'Autonomy, Self-Direction and Self-Access in Language Teaching and Learning: The History of an Idea' System 23(2): 151-164.
HARGAN, Noeleen (1994) 'Learner Autonomy by Remote Control' System 22(4): 455-462.
HART, Nicholas (2002) 'Intra-group autonomy and authentic materials: a different approach to ELT in Japanese colleges and universities' System 30: 33-46.
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HOLEC, Henri (1985) 'Aspects of autonomous learning' in Riley, P. (ed) Discourse and Learning, New York: Longman Group Ltd: 248-282.
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KENNY, Brian (1993) 'For More Autonomy' System 21(4): 431-442.
KING, Alison (1994) 'Autonomy and Question Asking: The Role of Personal Control in Student-Generated Questioning' Learning and Individual Differences 6(2): 163-185.
LITTLE, David (1991) Learner Autonomy 1: Definitions, Issues and Problems, Dublin, Trinity College: Authentik Language Learning Resources Ltd.
LITTLE, David (1995) 'Learning As Dialogue: The Dependence of Learner Autonomy on Teacher Autonomy' System 23(2): 175-181.
LITTLEWOOD, William (1996) 'Autonomy: An Anatomy and a Framework' System 24(4): 427-435.
MURRAY, Garold L. (1999) 'Autonomy and language learning in a simulated environment' System 27: 295-308.
NUNAN, David (1989) Designing Tasks For the Communicative Classroom, Cambridge University Press.
OXFORD, Rebecca (1989) 'Learning Strategy Inventory For Language Learners', Columbia University: New York. Version 7.0. 28 March 2007 < http://ell.phil.tu-chemnitz.de/cing/frontend/questionnaires/oxford_quest.php>
PERCLOVÁ, Radka (2003) 'Primary and lower-secondary learners’ beliefs about foreign language learning'in Theory and Practice in English Studies, Volume 1. Brno: Masaryk University.
RILEY, Philip (1985) 'Mud and stars: personal constructs, sensitization and learning' in Riley, P. (ed) Discourse and Learning, New York: Longman Group Ltd: 154-169.
RICHARDS, Jack C., ROGERS, Theodore S. (2001) Approaches and Methods in Language Teaching (Second Edition), Cambridge University Press.
ROGERS, Carl R. (1969) Freedom To Learn, Columbus, Ohio: Charles E. Merrill Publishing Company.
SAVIGNON, Sandra J. and WANG, Chaochang (2003) 'Communicative language teaching in EFL contexts: Learner attitudes and perceptions' International Review of Applied Linguistics in Language Teaching 41(3): 223-249.
SKEHAN, Peter (1989) Individual Differences in Second-Language Learning, London: Edward Arnold.
SMÍŠKOVÁ, Hana (2005) 'Masaryk University Internationalization Project: Learner Beliefs and Expectations' in Theory and Practice in English Studies, Volume 3. Brno: Masaryk University.
TASSINAR (2007) 'Learner autonomy in foreign language learning in higher education: components, descriptors and standards', Learner Autonomy Project Inventory. 23 March 2007 <http://www.hayo.nl/lapi_project.php?project=29>
WENDEN, Anita (1991) Learner Strategies For Learner Autonomy, Prentice Hall Europe.
WHITE, Cynthia (1999) 'Expectations and emergent beliefs of self-instructed language learners' System 27: 443-457.
WRIGHT, Tony (1987) Roles of Teachers and Learners, Oxford University Press.
WU, Xinyi (2003) 'Intrinsic motivation and young language learners: the impact of the classroom environment' System 31: 501-517.
7. Appendix – a transcription of the interviews
Item 1: Have you been successful in your learning of English in the past year?
Fiona: Yes, very much. And that's why I am planning to continue with the course. Shrek: I have not, but I find the course enriching and meaningful. Donkey: Well, it depends. Considering the fact that I worked very little outside the class, I progressed quite a lot. I wish I had forced myself to work harder. Prince Charming: Yes, I have certainly made some progress. Fairy Godmother: Yes, it's a little better. Cinderella: No. Hansel: Yes, but I'd prefer to attend the course twice a week. Gretel: It depends. When I devote myself to the language, it gets better, but if I don't, I tend to forget things. But on the whole, I'm not satisfied with my progress. Lord Farquard: I'm not sure if I've made progress. I'm sure I've practiced the language that I already knew. Yes, I made progress in certain areas. Puss In Boots: Not very much. Rapunzel: In a way, I am, but it could be better. Snow White: Yes. Pinocchio: Yes. Robin Hood: No.
Item 2: Why / why not?
Fiona: It was because of the teachers. But one needs motivation, of course. Shrek: I've been lazy and I haven't paid enough attention to my learning. Donkey: When you take a course twice a week, you've got to remember something. I attended it regularly. We didn't do exercises or work with textbooks, it was very much focused on speaking. The teachers spoke English a lot. Prince Charming: The teaching was well-managed. Also, the course was regular, twice a week. Fairy Godmother: I attend this course twice every week. Cinderella: I do not pay enough attention to my learning. Hansel: I've grown up with learning a foreign language through Czech. I got the opportunity both to learn grammar and to speak. Gretel: I have no time to learn, I do not make enough effort to learn. Lord Farquard: I was forced to attend the course regularly, do homework and take part in pairwork. I got feedback on my learning. Puss In Boots: My level was not appropriate for the group. Rapunzel: The course was twice a week. Also the methods were better – we didn't do exercises, it wasn't boring. We had two different teachers. Snow White: The teachers were very competent. The new methods helped me learn – the games and activities. There was a great variety of activities, lots of speaking and we didn't follow the book strictly. It wasn't boring and I learnt a lot about other spheres of life as well. Pinocchio: I've been in a very pleasant group of people. Also, it was because of the teachers – one of them did grammar with us and the other one forced us to speak. Robin Hood: I cannot force myself to learn.
Item 3: How much have your teachers contributed to your progress / lack of progress in the language?
Fiona: Very much. It wouldn't be possible without them. The quality of a teacher is a very important factor. Shrek: Not really – it's a question of my own attitude to learning. Donkey: (did not understand the question very well at first) About eighty per cent. Prince Charming: Very much. I didn't find the time to study outside the classroom. Only sometimes, I wrote down new words that we learned in the lesson and memorized them. Fairy Godmother: All the credit goes to the teachers – they force us to study, they give us homework, they want some results – it's all thanks to them. Cinderella: They didn't contribute to it in any way. They did all they could, and it was my responsibility to work on my own outside the classroom. Hansel: I got the opportunity to speak and practice the language, for the first time in a language course. I could see my progress when I went on holiday abroad. Gretel: In the lessons, it was only the teachers. I would have progressed more if I had worked on my own as well. At my age, one does not learn as easily as when one was younger. Lord Farquard: A great deal – otherwise I wouldn't have forced myself; there are not too many opportunities for me to practice the language. Puss In Boots: Yes, they spoke to us in English all the time – this really makes you learn. Rapunzel: Ninety-eight per cent. It was thanks to their methodology. Snow White: Very much. The course was very practical. Pinocchio: It was mostly the teachers. They had to find ways to communicate to us and facilitate our progress – provided we were willing to cooperate. Robin Hood: I do not like teachers whose lessons are boring and monotonous. Such teachers are losers and their lessons are worthless for me. If the teacher is interesting and there is variety in the lesson, it catches my attention and I learn much more. So this is probably the reason I haven't progressed so much.
Item 4: What in particular did you like about the course?
Fiona: We formed a very pleasant group of people. I think that contributed to our progress a lot. Shrek: It was very practical – it showed how to use the language in everyday situations. Donkey: The teachers – they were nice and didn't make me feel stressed. Also the relationships within the group were good. Prince Charming: We got the opportunity to speak. The regularity was also very important. Fairy Godmother: It's more spontaneous, there is more personal contact with the teacher, unlike at the schools I've been to. The atmosphere is pleasant, there is no stress, it's more relaxed. Cinderella: The teacher's attitude to the students. Playing games – they made the lessons more interesting. Hansel: I got the opportunity to speak. Gretel: The variety – we had two teachers and we played lots of games, which is a fun way to acquire new vocabulary, you remember things better this way. At first, I couldn't get used to the teacher giving all instructions in English. Lord Farquard: There was a group of people – I didn't have to speak English all the time (it's tiring). The atmosphere was easy-going. Puss In Boots: Playing games. It was unpredictable – unlike textbook exercises, where you know which sentence you'll be doing next. I enjoyed the course – that's why I kept going there. Rapunzel: Some things that brightened up the lesson – activities connected with Nirvana, for example. Snow White: All I said earlier. We did a lot of listening – I know I've made progress and now I can understand about fifty per cent of every listening. I enjoy the lessons and they inspire me to work more – to read books, for example. I learned to find the general meaning in a text, instead of translating every word. This motivates me; people at my age are afraid to make mistakes and don't learn as fast as young people. Pinocchio: Everything. I love the roleplays – although they are challenging, playing a character helps me overcome a certain communication barrier. At my age, I'm no longer a 'pupil', and doing exercises would have been boring and useless for me. There was great variety in the lessons, and the teachers tried hard. Robin Hood: Your lessons are interesting and enjoyable.
Item 5: Were there any methods, activities or situations in the course that were unusual but that you liked?
Fiona: Yes, they were unusual. We were used to the old methods – memorizing vocabulary, dictations… In this course, there was a lot of speaking and improvisation, you had to react spontaneously. And lots of games as well. We had to learn to be more flexible. Shrek: Yes – there were games, pairwork activities – things we were not used to. I found them useful – there was much greater immersion in the language, as opposed to the traditional methods. However, in pairwork, we might learn bad English from others. Donkey: I wasn't surprised by anything. We changed pairs, moved around the class, changed the pace of the lesson. Prince Charming: - Fairy Godmother: The card games and other activities (i.e. not from the coursebook – researcher comment). There was some new vocabulary and we had to tackle the text somehow, or at least find the words in a dictionary. Cinderella: Using the video – it made the lessons more interesting. Hansel: When compared with the courses I had attended before…well, the games. I remember a board game where we asked and answered questions – this way, everybody got a chance to practice a lot of things at the same time. Also, I like some activities in groups – we all know something and in groups, we can put it together. Gretel: Roleplays, games, pellmanisms. Lord Farquard: I liked the variety of activities – it wasn't the same all the time. Drilling was quite unusual, but useful. Puss In Boots: There were lots of them, but can't remember now. Rapunzel: The things I said earlier, and also changing pairs for pairwork – it makes the dialogues less predictable. Snow White: Games, matching words and definitions – that was new for me. Pinocchio: I got the opportunity to speak about my last weekend or my last holiday in class, without preparation – which was new for me. Also the roleplays – a dog who has eaten your neighbors' cat – quite unforgettable. I used to dislike English courses, but the games have motivated me and now I look forward to every lesson. Robin Hood: Using video recordings in the classroom.
Item 6: What would you change about the course?
Fiona: I would do more writing. (And more translation – it's creative and I've always enjoyed it. But definitely not more tests – they are depressing.) Shrek: I would sometimes use Czech to translate some vocabulary, so that we know what the word means exactly. But then again, it depends on the teacher – he knows teaching methods that have been tested abroad and supported by research. Donkey: I would do more revision. We are not eighteen; we need to hear things more than once to remember them. I know it from my own experience. Prince Charming: I would do more revision. I know I didn't revise some things and I forgot them. Fairy Godmother: Probably nothing. I have no experience with language courses – I don't know the [teaching] methods. Cinderella: Nothing – only that I would use more video. I hated listening – I couldn't understand much, but maybe it was because of the cassette player. The video is much better – you can see the people speak, not only hear them. Hansel: Nothing. Gretel: There are at least two students in the group whose level is much better than ours. I would do more songs in the lessons. Lord Farquard: I have a visual memory – I need to work with written text or pictures; it's not enough to hear the words. Puss In Boots: I don't know; I'm not a teacher and I don't know how to make me learn better. Rapunzel: I'd introduce some video and invite a native speaker into the lesson. Snow White: Hard to say. I liked it, on the whole. We might have been forced to work with the workbook, it shouldn't have been left only to us. We should have been provided with cassettes for the workbook, so that we could listen to them at home. Also, there should have been homework for each lesson, and it should have been checked every time. Pinocchio: I would do more listening – a short listening every lesson. It is very challenging for me. I always guess when I do listening, but it makes me feel very uncertain. Robin Hood: More video, higher quality recordings. The recordings might even be faster – I know an activity where you listen and count the number of words in a sentence.
Item 7: Was there anything in the course you felt stressed or uncomfortable about?
Fiona: No. I can't remember. I went there to relax. Shrek: Only when I didn't know something. But it didn't bother me much. Donkey: I felt very self-conscious about my pronunciation most of the time. The others did not seem to be afraid to speak, even if they made mistakes. When I did not know how to say something correctly, I preferred to keep quiet, even if I spoke to a partner. I tried to remedy this problem by reading aloud at home, and it got better towards the end. Prince Charming: No. I always looked forward to the lessons. Fairy Godmother: Sitting in a circle. I really need a table to sit at and to put my stuff on. Somehow, I feel more confident at a table. Maybe it's a question of age.' Cinderella: Yes – the last test where I got the least points from the whole class. Otherwise, nothing in the lesson made me feel stressed. Hansel: Yes – the situations where K--- (a student whose level was higher than that of the whole group – researcher comment) talked to the teacher and I didn't understand. I think he should be in a different course. Also, I disliked one person in the group, for professional reasons, so being there with him/her always made me angry. Gretel: I used to have problems understanding instructions in English. At the beginning, I also missed learning vocabulary from vocabulary lists – something we were used to thanks to the communist textbooks and the very different teaching methods. Lord Farquard: No. Puss In Boots: No. Rapunzel: Sitting in a circle and no tables to put your stuff on. It's inconvenient. Snow White: No. We were all at the same level – otherwise, we would have been stressed. Pinocchio: - Robin Hood: No.
Item 8: Was there anything in the course that seemed unnatural?
Fiona: No. Shrek: No, it was very much from real life. Except for the listening (a listening activity taken from Jim Jarmusch's Coffee and Cigarettes – researcher comment), the one at the bar – I wouldn't use it unless I went to America and talked to people in a bar; though I understand it shows us authentic language and makes us ready to confront it. Donkey: No. Prince Charming: Sometimes the work in pairs took too long. At the beginning, I would even have done without pairwork, because we knew very little English. On the whole, I would have preferred to work with the teacher. Fairy Godmother: - Cinderella: No. Hansel: No, I'm quite tolerant. Gretel: No, I don't think so. Lord Farquard: No, I can't remember. Puss In Boots: No, not really. Rapunzel: No, I can't remember. Snow White: No. Pinocchio: The whole initial situation seemed quite unnatural – most people attended the course because it was compulsory; otherwise, they wouldn't have been there. Some of the methods (games, roleplays) were unnatural and not appropriate for our generation (we are more conventional; children have no problems with this) – but in the end, the teachers managed to overcome this barrier. But still, some games were a bit over the top – it would have been better to introduce the aim before the game started – some kind of psychological preparation. Also, we were not evaluated as to our accuracy in speaking, which was quite strange at the beginning (we were used to it at state institutions). I came to like it and nowadays, I no longer perceive making mistakes as something negative. Robin Hood: No.
Item 9: Were there any teaching methods, activities or situations in the course that you really didn't like?
Fiona: I find listening quite difficult. Shrek: The listening was too fast, so I didn't understand much the first time. The second listening is always better. Donkey: No. I know some fellow students felt strange when they had to move around the classroom, but for me, it was much better than sitting at a desk for two hours. Prince Charming: (see Item 7) Fairy Godmother: No. Cinderella: No. Hansel: No. I've never thought about that. I always take it as it is. Gretel: No. Lord Farquard: No. Puss In Boots: I don't like doing homework – it must be funny and enjoyable. During some activities, I wouldn't know what to say even in Czech. Otherwise, I can't remember. Rapunzel: I didn't like a few activities, but I can't remember anything right now. Once we did brands of products (to practice daily routine – researcher comment) and I didn't know some of them. Snow White: No. Pinocchio: There was an activity where we had to stand in a line according to certain words we had on cards – that was a bit too childish, and there was little space for that as well. Robin Hood: Yes – silence. The situation where the teacher asks a question and no-one replies, even if they know the right answer. But that's the students' responsibility. When you nominate them, they answer automatically, but they do not want to answer open questions.
Item 10: How would you characterize a good teacher?
Fiona: He or she should be demanding, tolerant, calm and flexible (able to improvise). The lessons should be 'colorful', the teacher shouldn't be boring. Shrek: He should give clear explanations if students do not understand something. Donkey: A teacher is good if the students are not afraid of him…not afraid to speak or ask questions. A good teacher should give good explanations and then give the students lots of practice, so that they remember it. Prince Charming: He should give good explanations. He should not come unprepared, he should have clear aims for each lesson and revise new language at the end. Fairy Godmother: He needs to have a positive attitude to the students. He should not be nervous and he should always come prepared for the lesson. Cinderella: I have no idea how to characterize him; only when he starts teaching me can I tell you if the lesson was good or bad. Hansel: I can't think of anything. Maybe it's because I'm so bad at English; it would be different with another subject. Gretel: He should be able to react to any feedback he gets from the students. He should tell the students the most important points they need to learn or remember from the lesson. Lord Farquard: Clear voice and pronunciation. Grading the level of their language to the students' level. As for controlling the class, children are different from adults; you need to engage the children's attention and see to it that they do not disturb the lesson. With adult learners, you need to be more of a colleague to them. He should be perceptive to feedback from the students and determine what and how much they should learn. Puss In Boots: A good teacher should be able to capture the students' attention and force them to work in the lesson. If a teacher is able to attract the students, their effort follows naturally. This also includes speaking clearly, so that everybody understands the instructions. Rapunzel: A teacher who does a lot of speaking and works with the textbook only half the time of the lesson. He should be active in the lesson – not expecting the students to work on their own all the time. Snow White: A strict teacher who makes you learn. Consistent in his work. Friendly. Pinocchio: A good teacher should be perceptive; he should try to pass on knowledge in a way that's enjoyable for the students, as well as being able to process the feedback he gets from them. He shouldn't only 'lecture' the students without perceiving their needs and their reactions – on the contrary, he should be interested in them. He should arrive on time and ready for the lesson – this also builds integrity within the group. He should grade his language with respect to the students' level. He should find a way to communicate with the students. A good teacher is one who suits the student; however, you may get a very different reaction with a different teacher. On the whole, lessons should combine the rational and emotional approaches to the language, so that every student might find his niche in both. A good teacher should not demotivate the student; he should respect him. Robin Hood: One who speaks clearly and in English all the time. She should answer the students' queries in English and use a variety of activities and methods, so that the lesson isn't boring.
Item 11: How would you characterize a good learner?
Fiona: He or she should keep up with the learning material and learn at home. He should listen to the teacher's advice. Also, he should participate in the lesson – otherwise, the lesson will never work. Shrek: He should do his homework, take interest in learning and take it seriously. Donkey: A good student should work at home a lot and attend classes regularly. In class, he should pay attention and not disturb others. Prince Charming: He should pay attention and not disturb others…well, the student does not have that much space in the lesson, I guess…just during the activities, maybe. Also, the best students shouldn't always answer first but give others opportunity to express themselves. Fairy Godmother: A good student should always come prepared; he should be able to answer all of the teacher's questions and he should do his homework. Cinderella: A diligent student who takes part in the lesson. Hansel: A good student prepares for lessons and works at home at least ten minutes a day. Gretel: A conscientious student who finds ways to practice and memorize the language he has acquired in the lesson. One who does not worry too much about making mistakes. Lord Farquard: I'm not one of them:-) He should follow the teacher's instructions, pay attention to the lesson and work on his progress independently. Puss In Boots: Not anyone like myself:-) I think it's the teacher's business to determine who is a good student. Teachers are different and they expect different qualities and reactions in their students. Learning a language is a cooperative enterprise, however – people work together and learn something in the process – so one should not arrive in a lesson expecting the teacher to devote all his attention to him. Rapunzel: Someone who takes part in the activities and is able to express his opinion when he doesn't like something. Snow White: A good student studies for every lesson, is active and cooperative. He communicates with the teacher and helps create a pleasant atmosphere. Pinocchio: A students who is motivated and who puts a lot of energy into working independently – by reading books, communicating in writing and approaching strangers without being worried about making mistakes. He shouldn't feel embarrassed; on the contrary, he should submit himself to the language. Robin Hood: A student who participates in the lesson and is not afraid to speak, even if he is not sure about the right answer, or ask if he doesn't understand.
Item 12: Why are you studying English?
Fiona: Well, we have to. But also, I had long wanted to learn, and now I find it useful. Shrek: It was prescribed to us. If I hadn't had to take this course, I probably wouldn't have found the urge to learn. But I think I might use the language when I go on holiday. Donkey: 'We had to take the course, but I was very happy to use the opportunity. I was glad it was compulsory, because otherwise I wouldn't have forced myself to study – I would have found excuses and told myself that I don't have time for it. Besides, it's necessary for my job here at the university – I often communicate with foreign students and I feel stressed and embarrassed when I can't explain myself – almost every child speaks English today.' Prince Charming: I need it for my job. Also, the opportunity given to me by the university obliges me. Fairy Godmother: I need it for my job, as well as everywhere I go. But the truth is, I do not need it too much. Cinderella: I take it as something that's necessary in everyday situations and all walks of life. Hansel: I want to understand people who speak the language. Gretel: I only meet people who speak English on holiday – and that's where you're quite anonymous. In my job, I hardly ever meet anybody I have a genuine interest to talk to. However, I need English to work with a computer. I wouldn't say learning English is my hobby. Lord Farquard: I'm afraid I'll forget everything if I don't keep studying. I also need it for my job, but that's more of a specialized kind of language. Puss In Boots: To be able to communicate when one travels abroad. Rapunzel: It's partly for my work and partly because I feel I might become intellectually stunted if I don't study. Snow White: For my own good feeling. It's a great feeling when I go abroad and I'm able to communicate. I can help my grandchildren learn English. I can also use it at work to communicate with foreign students. Pinocchio: A few years ago I said to myself – I'll start learning English as soon as I hear a single Englishman speaking Czech. Well, it happened once, and that's why I'm studying English now. I'm doing it because I enjoy it; I want to be able to speak to my friends, read books, communicate with people abroad and find my way around the internet. For instance, there is a Danish architect living in the Czech Republic; I'm interested in his work, so I try to browse through his webpage and understand the language. Robin Hood: I have always liked English better than other foreign languages – Russian or German. And now I need it for my work.
Item 13: Do you feel you are motivated to study English?
Fiona: Yes. Shrek: Yes. Donkey: Yes. Prince Charming: Yes. Fairy Godmother: (talks for five minutes but does not answer the question) Cinderella: No. Hansel: Yes. Gretel: Well, yes, in a way. Lord Farquard: Sometimes. Puss In Boots: Yes. Rapunzel: Yes, but only for a short time. Snow White: Yes. Pinocchio: Definitely yes. Robin Hood: Yes.
Item 14: Why / why not?
Fiona: It's thanks to the group and the teachers. Also, I think it was a great opportunity for me to learn the language. I wouldn't have started learning English if it hadn't been for the course. Shrek: When I see something written in English, I do not feel like I'm in China. Donkey: It's a great feeling when you meet someone and are able to communicate in a foreign language. Prince Charming: (see Item 11) In my job, I can use the opportunity to talk to distributors and librarians. Fairy Godmother: I might be able to watch films in English. Cinderella: It's because I'm not a successful learner. Hansel: I'm personally motivated. I can speak to people who speak the language. Also, I feel embarrassed when my daughter and I travel abroad and she speaks fluently. Gretel: As I said earlier – communicating on holiday and using English in my job. However, neither of that truly forces me to learn. And moreover, I find learning the language difficult and I do not make progress fast enough. Lord Farquard: The language seems rather unnatural for me – it was much better with German. However, I need to read manuals in English, and I often get lost in the text. Being able to understand a piece of text that's interesting motivates me. Puss In Boots: There are questions to which there are no answers. This is one of them (laughs). I thought it was a good idea. Rapunzel: I see a film or hear a song which I partly understand, or someone tells me about their holiday, or I go on holiday myself and I'm unable to communicate – these things motivate me to work. Snow White: I enjoy it, I even started reading books. Pinocchio: I'm starting to enjoy working with the language, since I've made some progress. Robin Hood: I'm attending another English class. I can use my English on holiday, in everyday situations (when I run into a foreigner), in watching films and listening to songs.
Item 15: Do you find opportunities to get in contact with English outside the classroom?
Fiona: Yes – I use interactive material on CD-ROM, I watch English movies and listen to the BBC. Also, I read Harry Potter and do some tests on the Internet. Shrek: No. Only occasionally, I watch the news in English or I see an English film, but I do not seek the opportunity. Donkey: Only lately – I got an English book for Christmas. My husband forced me to read aloud, and that helped me. It is an easy text, so it's enough to find a few words in a dictionary and I'm able to translate it. Also, I keep a vocabulary notebook. My husband helps me and corrects my pronunciation. Also, I try to watch English programs on TV. Prince Charming: I have read some Easy Readers. Also, my sister took me to an English course once or twice. Fairy Godmother: No. Or very little. I had the chance to talk to a guy from Turkey, but I was too afraid to approach him. Sometimes, I work with an interactive CD-ROM. My son does not help me if I ask him. Cinderella: I watch English films with Czech subtitles. It's interesting, and the visual aspect lets you understand what's going on better. Hansel: When the opportunity presents itself, I do. I'm interested in music – but it's impossible to translate the lyrics, so I always try to understand what the song is about, and write down interesting words. As well as that, I can use my English when I'm on holiday. Once I took a course and only then realized they were already in Unit 12 – so I spent three weeks studying intensively at home, to catch up with the group. However, I don't feel I have a knack for languages. Gretel: No. I only practice English when I'm confronted with a difficult situation. Also, I sometimes watch programs on the National Geographic channel. Lord Farquard: I work with Easy Readers sometimes. I read discussion forums on the Internet. I teach my niece and nephew English. However, I do not seek out opportunities actively. Puss In Boots: No. I am mostly afraid to speak English to foreigners. It's a bit different with the foreigners I know. Rapunzel: I bought an English book and I watch English films which I can rewind and listen to again – but those activities are only short-lasting. Snow White: Yes – I download articles from the National Geographic website, read Easy Reader books, read labels on things that I buy. Pinocchio: It seems the language seeks me out most of the time – there are interesting books that have only been published in English, interesting people write to me in English etc. I've come to realize that age does not really matter in learning a new language – it's only that our lives and teenagers' lives are organized in a different way – we invest our energy into and worry about different things – our job, family, household, social life, hobbies... Robin Hood: I'm taking another English course. I listen to songs and try to understand them. When I see an English text, or some writing on somebody's clothes, I try to translate it.
Additional A: Would you like to be given more tests?
Fiona: - Shrek: Yes – it might be motivating. Also, you can study the language, but only a test can show you that you do not understand something. It can show your progress. Donkey: No. The fewer tests, the better. Prince Charming: - Fairy Godmother: Yes. It will give me a chance to find out what my weaknesses are. Cinderella: No. I prefer speaking and participating in the lesson. However, a test forces you to learn. Hansel: Yes, it would make me learn, I wouldn't be so lazy. I don't want to have the worst test in the classroom. Gretel: No. Lord Farquard: No, not really. I mean, you get feedback on your progress, but it's not really necessary. Puss In Boots: Too many tests would be a waste of time. However, you need to know what mistakes you make, and only a test can tell you this. Rapunzel: Yes. It forces me to learn. Snow White: I don't like tests – I'm clumsy with tests and make lots of mistakes because I think about it too much. I'd prefer some homework that would revise a unit or two – so that we could see our progress for ourselves. Pinocchio: I'm happier when I get tests – I am forced to study, and I get feedback on what I've learnt. Robin Hood: I generally dislike tests. However, doing tests more often would help me remember things better. I don't need tests to tell me how I'm progressing.
Additional B: Would you like to do more translation in class?
Fiona: - Shrek: No. Donkey: - Prince Charming: - Fairy Godmother: No. I prefer speaking, even though I have problems with that. Cinderella: Yes – I like doing translation. It helps me remember vocabulary. Hansel: No, I'd prefer to speak about one topic the whole lesson. Gretel: Yes. Lord Farquard: Yes, it would give me better practice. Translation is quite a complex thing. Puss In Boots: Not too often. Translating interesting articles would be fun. Rapunzel: I don't know. Not really. Snow White: No. Speaking is the most important thing for me. Pinocchio: Yes. Robin Hood: No – I hate translation. I prefer reading texts and making guesses about the meaning. I love playing with language.
Additional C: Do you need to be forced to study?
Fairy Godmother: I do not need to be forced to study. Hansel: I do not need to be forced to study. If I'm personally motivated, I study. And if I don't want to study, no-one will be able to force me. I would go for conversation lessons where the topic is set one week ahead and the students have a chance to revise or learn some vocabulary at home and then use it in the lesson. Lord Farquard: I always need to be forced to learn. I don't have an internal drive. Puss In Boots: Yes – I want to be forced to learn – indirectly. Rapunzel: Yes. I think it goes together with my character. Snow White: No, I really enjoy doing the language.
[1] A concise account of the origins of learner autonomy may be found in Benson (2001), as well as in Phil Riley's Discourse and Learning (1985). Our summary presents a mere fraction of the ideas to be found in the two works listed. [2] A detailed survey of this kind would give enough material for a thick volume; however, sensing the limitations of our work, we aim to present an overview of the most significant mismatches. Also, we aim to observe to what extent the different definitions complement each other. [3] The example of the Slovenian will be used later to illustrate another point, only to break away from the tedium of educational theory. For more information on the feat, one is required to visit the following webpage: <http://www.amazonswim.com>. [4] A little example may help illustrate our point. Why exactly did Martin Strel decide to swim down the Amazon River? He may have been intrinsically motivated – stimulated by the accomplishment or by the enjoyment that such a test of one's limits brings. On the other hand, if we browse through his webpage, we discover that he is already waiting for offers from publishers to write a book about his adventure. This would point to extrinsic motivation – doing something for a reward. In reality, his motivation will probably be a combination of both. [5] The elaborations that follow in the chapter are derived from the quotations presented above; however, we feel obliged to provide, yet again, a quick summary of literature that reaches similar conclusions, to give opportunity for future reference: Little (1991), Rogers (1969), Riley (1985), Benson (2001). [6] A concise survey of the variety of methods and approaches that were used in the past may be found in Richards and Rogers (2001). Начальник кафедри кримінального права та кримінології факультету підготовки фахівців для підрозділів кримінальної міліції
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