Language learning requires hard work

This piece is all about what learners need to put in to get the most out of the language learning experience.

The autonomous learner

First, autonomy on the part of the learner should be encouraged. There is a fine balance between the teaching and the learning processes. Careful guidance should always ensure that the learner is armed to the teeth with tools and techniques, which can be used between lessons and after a course has finished. Based on the goals and objectives usually divulged during the intake procedure, a course outline, ways to record new language, possibly a translation of grammatical terms (if relevant to his/ her L1), useful websites , top tips for success, realistic expectations, and, if they have a book, how it is structured and how to use it will do nicely.

The learner should retain the sense of independence even when led by a teacher. Exhibiting a curiosity and a can-do attitude to look up new words is important as is writing notes in lessons and keeping all materials in a well-organised fashion. Naturally, they can be shown how best to do this, especially if they are clueless how to do so. Learners can be inspired to learn when led by example or by an enthusiastic, passionate teacher. Though, it all starts from within. A thirst for knowledge and a determination to succeed can lead to great things. With the right attitude, anything is possible. With this in mind, the possibilities are endless. Unfortunately, adult language learners are not four-year old children whose brains act like sponges absorbing all they hear, retaining new words like there is no tomorrow. In practice, they are on a complex journey, which will take time and effort, there will be frustration and mistakes will be repeated. It’s how they endure and make the most of the experience that will matters. By practicing as much as possible, being aware of typical mistakes, revising, taking constructive criticism onboard and getting maximum exposure to the target language, they should do just fine. Although they should never become complacent. Once a course has finished, this is merely a moment for reflection and then it continues. The learning never ends. The battle may be won but the war is still being fought. To their credit, they have built up momentum and using the following analogy, they are on a fast train and shouldn’t try to get off, as it’s very hard to get on. They mustn’t lose momentum or put off practicing their English. Lastly, there is a lot to be said for continuity and routine.

Spare no effort

When learners give short-lived answers, it may come as a surprise for the teacher. Perhaps it is lack of awareness or habit that giving economical answers to questions. Maybe it’s a case of trying to save energy and convey the message in as few words as possible. Or it could also be due to insecurities and a lack of vocabulary. The importance of speaking during discussion activities should not be understated. In most cases, speaking is one of the most important skills that learners wish to develop. To become more fluent, it is necessary to speak for a substantial amount of time. Lower-level learners will struggle with this more, but this will come in due course. For lower intermediate and certainly with intermediate students, this shouldn’t be an issue. In any case, if it needs to be said, then it is worth mentioning that producing more language is crucial and three-word answers, for example do not make a discussion. You will not be able to help them and they won’t be able to help themselves unless they produce enough language. Follow up questions and prompts can be useful for the lower levels.

After thought

Learning another language should be enjoyable and fascinating. Topics should be varied, relevant to life and to the learners’ interests. The teacher should be an inspiration, but not do all the hard work. The learner needs to take control of their own learning and take responsibility for their own progress. The modern language teacher can advise and supervise but should not smother or lecture. Interactivity, accessibility, a personal approach, a willingness to listen, elicitation and leading by example tick all the boxes. Finally, the learner should feel empowered and take action to hold onto what he/ she has learned along the way.