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Training Learners for Independence
- Hong Kong University Press, HKU
- Chapter
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CHAPTER 8 Training Learners for Independence Deirdre Moynihan Tong, English Language Study-Centre, Hong Kong Polytechnic INTRODUCTION This paper describes the Speaking Skills module of a learner training programme in use at the Hong Kong Polytechnic English Language StudyCentre . It also discusses in detail the piloting of that module, its evaluation and implications for future development. BACKGROUND During term time, the English Language Study-Centre is open only to students who attend a service-English course and have been identified by their service-English teachers as requiring supplementary tuition (in practice, the weakest 20% of a class). These students are referred to the Study-Centre for a compulsory twenty-hour programme. They attend in groups of between two and five and are provided with 100% teacher contact time. In summer, the centre is open to all Polytechnic students. The Summer Programme is voluntary and students usually attend in groups which are expected to share a teacher. They receive between 30% and 50% teacher contact time. The popularity of the Summer Programme has lead to the decision that in the near future the benefits of the Study-Centre will be extended, during term-time, to all students who wish to attend on a voluntary basis. Such students will be encouraged to attend in groups and will be expected to study independently, although a counsellor will be available to provide help and advice. A learner training programme is particularly appropriate for the Summer Programme students and for the future term-time voluntary students, as they are required to work independently for part of the time. In addition , as voluntary students, they are generally highly motivated but do need some help to benefit fully from the programme. 80 Delrdre MOYnlhan Tong RATIONALE In their fIrst visit all Summer Programme students ,ue introduced to the Centre and to the aims of the programme, which are to: improve language skills, improve confidence, and promote learner independence. It is explained that, in becoming more independent, the students will be better able to attend to their language needs, both now and in the future. In the second session learners perform a needs analysis which is then used to draw up a programme of study with a teacher. This approach allows the students to make their own choices, but with the guidance of a teacher where necessary. The students vary in their response to this opportunity : some accept it immediately, some are initi'llly hesitant but soon see the advantages of making their own choices, while others experience difficulty as they are unaccustomed to making these 1ypes of choices. Although one of the aims of the summer programme is to help the learners to become more independent, insufficient initial training was being provided to enable learners to achieve this aim. A learner training programme would raise awareness of different language learning strategies and provide an opportunity to practise these str,ltegies. It would also help learners to identify their own learning styles and build up confidence in their ability to learn independently. PROGRAMME DESIGN FEATURES A Modular Approach A survey (undertaken in summer 1993) suggests that students' primary interest is in the area of speaking skills (see Lai and Mak 1992). However, a substantial number are interested in other skills and other areas such as grammar and vocabulary. A modular approach, with each module focusing on an individual skill or other aspect such as grammar or vocabulary, should meet this requirement. This will allow students to focus on 'learning how to learn' in the areas of language they are particularly interested in. It will also allow the programme to be integrated with the language programme drawn up following the needs analysis. Selecting A Learner Strategies Classification A number of different systems have been devised for classifying learning strategies (Oxford 1990; O'Malley and Chamot 1990). Oxford divides [3.227.229.194] Project MUSE (2024-03-29 06:04 GMT) Training Learners for Independence 81 strategies into direct strategies and indirect strategies. The former are defined as those which 'directly involve the target language' (1990:37) and consist of: memory strategies: those that help learners remember, cognitive strategies: those that involve manipulating or transforming the target structure, compensation strategies: those that enable learners to use new language despite gaps in their knowledge; for example, paraphrasing. Indirect Strategies are defined as those which 'support and manage the language learning process without (in many instances) directly involving the target language' (Oxford 1990:135). These consist of: metacognitive strategies: those that relate...