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Teacher and learner perceptions of language learning activity
Roger Hawkey is now working with Cambridge ESOL on research projects in language programme and test impact, assessment criteria for writing proficiency, and language test task analysis. He also supervises master and doctoral students for the Universities of Bristol and Roehampton. Roger has experience of English language teaching, and curriculum development projects in Africa, Asia, Latin America and Europe, with particular involvement in language needs analysis, syllabus design, and testing. His doctoral research investigated inter-relationships between cognitive/affective and social factors and language learning. He has published widely in applied linguistics, language teaching, and testing
Email: roger{at}hawkey58.freeserve.co.uk
A study of the impact of a major recent language education reform project in Italy employed a combination of qualitative and quantitative data collection methods, some of which could inform other studies of language learning and teaching. Impact study findings suggested interesting differences between the perceptions of learners and teachers on some of the activities in their foreign language classes. While both sides agreed in general on the virtues of communicative approaches to language teaching, there were interesting differences in the perceptions of learners and teachers on the prominence of grammar and pair work in their classes. These differences may indicate potential problem areas of lesson planning and implementation which could usefully be given attention on teacher support programmes.
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