Teacher and Learner Perceptions of Language-Learning Problem Areas

The goal of this study was to examine teacher and learner beliefs about grammar difficulties and compare them to a study of error frequency (Hasbún, 2007b). Results indicate that teachers underestimate the frequency of errors. Half of the teachers failed to identify articles as being one of the most...

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Main Author: Hasbún Hasbún, Leyla
Format: Artículo
Language: Inglés
Published: Escuela de Lenguas Modernas, Universidad de Costa Rica 2009
Online Access: http://revistas.ucr.ac.cr/index.php/rlm/article/view/8905
http://hdl.handle.net/10669/23635
Summary: The goal of this study was to examine teacher and learner beliefs about grammar difficulties and compare them to a study of error frequency (Hasbún, 2007b). Results indicate that teachers underestimate the frequency of errors. Half of the teachers failed to identify articles as being one of the most common categories of errors. Moreover, first-year students believe that learning grammar implies memorizing patterns. Second-year learners feel that memorization does not guarantee accurate use of a rule. Advanced learners seem more concerned about the acquisition of vocabulary than grammar. Finally, beginners lack metalinguistic awareness to describe language difficulties; most were vague when describing problems.