Adult learners’ perceptions of working with awareness in the EFL classroom

Abstract

Language education for adults has traditionally proceeded from the assumption that the student is linguistically and communicatively aware, and furthermore, knows how to learn a language. Language teaching methodology and materials therefore concentrate upon the subject matter without even a passing glance at language, language learning, culture or communication awareness, and include no information about or suggestions for learning. This became apparent in the analysis of data collected in classroom-based research undertaken with adults studying English as a foreign language at the university level in Mexico. The ‘medium’ for the research was an introductory course written specifically for the learners, and was designed with a general-to-specific (or top-down) process which began with awareness training and included suggestions throughout for learning-to-learn strategies. Results from the research as to the adult learners’ perceptions of these aspects of the course are discussed in this article, and clearly indicate that such teaching practice helps to fulfill genuine and pressing adult learner needs.