Learners' Disposition

E

Main Points:

 

Sheerin (1997: 59) links her model of activities involved in independent learning (see Figure 1 above) with a suggestion for a framework for learners’ analysis of their disposition towards independent learning (see Figure 3 below).

D

  

DISPOSITION AND ABILITY TO

I

   Put a tick beside which statement you agree most with, the one on the left (a), or the one on the right (b):

E

P

1

¬ Analyse one’s own strengths / weaknesses, language needs ®

N

D

   (a) I think it’s the teacher’s job to correct all my mistakes. (b) It’s good for me to find out my own mistakes whenever possible.

E

N

2

¬ Set achievable targets and overall objectives ®

E

P

   (a) I want my teacher to tell me what to do to learn better English. (b) I want to find out for myself what I have to do to learn better English.

D

E

3

¬ Plan a programme of work to achieve the objectives set ®

E

D

   (a) My teacher should tell me what exercises to (b) I want to choose for myself what exercises to

N

4

¬ Exercise choice, select materials and activities ®

E

   do and what books to read, etc. do and what books to read, etc.

C

E

5

¬ Work without supervision ®

N

C

E

   I don’t think it’s useful to do speaking activities in pairs or groups if the teacher isn’t listening to my group all the time. I think speaking activities in pairs or groups are useful, even when the teacher isn’t listening to my group.
 

6

¬ Evaluate one’s progress ®

    The teacher should give us lots of tests and show us how well we have learned. Tests can’t tell you everything. You know yourself if you’ve been learning well.

Figure 3. A comparison of Sheerin’s (1997: 57) model of ‘Activities involved in independent learning’ (on the left) with her (1997: 59) ‘Attitudinal statements on independent learning’.

Sheerin, Susan (1997) An exploration of the relationship between self-access and independent learning. In Benson, Phil & Voller, Peter, eds. (1997) Autonomy and Independence in Language Learning London: Longman, 54 - 65