Using Student Expectations and Perceived Needs to Rethink Pedagogy and Curriculum: A Case Study

Abstract

Because the mission of language departments in large research universities was traditionally the training of graduate students in literary analysis, less attention was devoted to the teaching of lower level language courses. Recently, however, revitalizing language programs has become a major concern for many departments. This study discusses a case of such revitalization at a major metropolitan university. The paper presents results of a pilot study aimed at assessing students' needs and redefining the goals and objectives of a traditional French language program.

How Do I Satisfy the General Education Language Requirement? University Students' Attitudes Toward Language Study

“…Researchers have already shown that instructors need to know their students' attitudes and expectations at the beginning of the semester (Alalou, 2001;Alalou & Chamberlain, 1999;Glisan, 1987). Researchers have already shown that instructors need to know their students' attitudes and expectations at the beginning of the semester (Alalou, 2001;Alalou & Chamberlain, 1999;Glisan, 1987).…”

Achieving Affective and Behavioral Outcomes in Culture Learning: The Case for Ethnographic Interviews

“…Undoubtedly, however, a significant part of the problem lies with the attitudes and beliefs of the students themselves, many of whom have little interest in culture learning. Several studies have found that foreign language students placed a higher priority on learning conversational skills, literacy skills, and grammar than on learning about culture (Alalou & Chamberlain, 1999;Antes, 1999;Glisan, 1987). In fact, students often see little or no connection between language and culture (Bateman, 2OO2b;Horwitz, 1988;Nocon, 1991).…”

The impact of Cooperative Listening Materials Adaptation on Listening Comprehension Performance of Iranian EFL Learners

“…Through adaptation activities, learners not only see the actual use of language but also the input they receive will be enriched culturally (Alalou and Chamberlain, 1999). One thing that debilitates listening comprehension is the lack of EFL learners' participation in the process.…”

“…Emphasizing the important role of listening, researchers argue that learning shall be enhanced through understanding the intended meaning. It is done through processing and perceiving the features of the language and/or transforming data into information (Alalou & Chamberlain, 1999;Finocchiaro & Bonomo, 1973;Horton, 2000;Molina, 1997).Thus it would be advisable to consider listening as an integrated part of language classes because developing different modalities of skills like listening provides learners with rich language learning experiences. Otherwise, low listening proficiency may discourage learners to actively participate in oral discussions (Hayati & jalilfar, 2009).…”