Adult Learners’ Expectations Concerning Foreign Language Teachers and the Teaching-Learning Process

Abstract

The purpose of the study has been an investigation of adult learners’ expectations concerning foreign language teachers, especially the teacher’s character and personality, behaviour, and his or her ways of conducting classes. The expectations of three groups of adult learners are analysed: first, philologists and philology students, second, polytechnic students and young engineers, and third, other adults enrolled in foreign language courses (nurses, clerks, etc.). As the results show, there are both similarities and differences between the groups. For example, all three groups stress the importance of speaking skills and, consequently, conversation during the classes. The majority also expect the teacher to be patient and empathetic rather than strict and demanding, yet there is a statistically significant difference between the groups, as in the “other” group there is a higher percentage of learners who want the teacher to be strict. The study also reveals the participants’ sources of motivation and, to some extent, their language needs. In general, the philology group want to obtain more detailed knowledge of the language, whereas the engineering group and the “others” have a more ‘practical’ approach and focus on the ability to communicate with foreigners. The results are then interpreted in terms of Seligman’s PERMA model of well-being. From the point of view of positive psychology, meeting learners’ expectations increases the positivity of their learning experiences, and it must be remembered that adult learners are particularly aware of their needs, expectations and language learning goals.

Appendix: Questionnaire Used in the Study (English Translation)

(c) Age group:

□ 18–25 years

□ 25–30 years

□ 30–40 years

□ 40–50 years

□ 50–60 years

□ 60–70 years

□ over 70 years

2. What do you expect of your foreign language teacher? (You can tick more than one answer.)

(a) in his or her way of teaching

□ translating everything (e.g., texts, instructions, etc.) into Polish

□ conducting lessons in the foreign language so that the students can listen to the language

□ a lot of grammar

□ a lot of new vocabulary

□ varied materials, for example, supplementing the textbook with photocopies, films, etc.

□ little new vocabulary and grammar, but constant repetition in order to consolidate what we already know

□ creative exercises (writing stories, creating dialogues, etc.)

□ a lot of conversation so that we can practice speaking

□ correcting all my errors

□ correcting only the most serious errors which distort communication

□ clear-cut answers (e.g., only one Polish equivalent of every English word); giving many possibilities confuses me

□ exhaustive explanations, for example, various language forms depending on the context

□ detailed explanations of all grammatical structures, word meanings, etc.

□ giving students a lot of independence and possibilities of discovering the language on their own

□ giving and correcting homework consistently

□ other things (what?)

(b) The teacher’s personality and character

□ patience and empathy

□ strictness; a teacher should be demanding

□ self-confidence; a teacher should have authority

□ fair evaluation

□ creativity

□ a lot of knowledge of the subject (language)

□ perfect preparation for the classes

□ praising students as often as possible

□ motivating students to study

□ other features/behaviour (which ones?)

Why? (Please, explain.)

3. What is particularly important for you in learning a foreign language? (You can tick more than one answer.)

□ the ability to speak, to communicate (not necessarily correctly)

□ the ability to speak correctly (correct pronunciation, grammar, vocabulary, etc.)

□ a good knowledge of grammar

□ a rich vocabulary

□ correct pronunciation

□ the ability to read and understand texts in the foreign language

□ listening comprehension skills in the foreign language

□ the ability to write texts correctly in the foreign language

□ the ability to use the language creatively

□ cultural competence (the ability to behave in the way appropriate to the given culture)

□ knowledge of the culture of the country or countries in which the language is used (its/their history, tradition, etc.)

□ distinguishing myself against the group, being praised by the teacher

□ mental comfort, the feeling that I know more and more

□ other skills or factors (which ones?)

Why? (Please, explain.)

4. Motivation for learning a foreign language. (Please, indicate the language: ____________)

(a) Why do you study the ______________ language? (You can tick more than one answer.)

□ I intend to take up a job abroad

□ knowledge of the language gives me a chance of professional advancement (e.g., a higher position, a higher salary, a more interesting job, etc.)

□ my boss has told me to learn the language (although I would not do it myself)

□ I am a researcher; I want to be able to read foreign language publications

□ I am fascinated by the ____________________ language

□ I am fascinated by the culture of the country in which the language is spoken

□ I would like to talk to foreigners easily

□ I would like to use the Internet easily

□ I would like to read books in the original

□ I would like to understand songs in this language

□ I would like to understand films in this language

□ I would like to develop, exercise my mind

□ I have family abroad; I want to go there in order to help them (for example, to look after my grandchildren)

□ learning languages is my passion or hobby

□ for other (what?) reasons

(b) How high is your level of motivation for studying this language? (1—very low, 5—very high)

1 2 3 4 5

Why?

Thank you.