Why Don't Teachers Learn What Learners Learn ? Taking The Guesswork Out With Action Logging  

Oleh:

Murphey, Tim

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 31 no. 1 (Jan. 1993), page 6-11.
Topik: Language Learner; teachers learn; action; logging
Fulltext: Why Don't Teachers Learns.pdf (85.14KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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PART I : DIFFERENT PERCEPTIONS : A PROBLEM ? In 1984 Dick Allwright wrote an article entitled “Why Don’t Learners Learn What Teachers Teach ? - The Interaction Hypothesis.” He answered his question in part by showing that students have their own perceptions of what goes on in a classroom. That is, when asked after class what went on, most students usually gave different versions. So if different students, because of different perceptual filters, learn different things from the same communal experience and teachers cannot be too sure what they are actually learning, why don’t teachers try to learn what learners are learning ? In communicatively oriented classrooms especially, as Brumfit (1991) has pointed out, we can neither control nor know all the language that is being produced in pair work. Still, teachers tend to do a day - to - day guessing as to where students are and what they need. To find out if they have learned, we test them. This guesswork and testing often result in a frustrating inefficiency in classes that just don’t work. There are better ways than guessing to bridge the gap between the different perceptions and expectations of students and teachers. It would also be fairer, as well as more diversified and richly entertaining, if teachers took into account student perceptions (to the extent that students can give them and teachers can actually understand and respond to them). The simplest way to do this is to ask them.

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