f) Self-evaluation and learning beliefs
As I stated before, A’s evaluation of the two years working on English was stated
in a single straightforward statement:
A: I have been here for a lot of time and I don’t progress
He is also able to identify his problems:
A: I don’t have a good memory... .1 get tired when I see the same thing again
And, as stated before, he knows the way he likes to leam:
A: I like to Ieam by playing. I don’t like to be sitting in a classroom, formal learning,
you know. I like to Ieam by listening to native speakers.. ..I would like to Ieam by
going out for a picnic and chatting with other people.
However, A’s beliefs about learning being systematic and difficult are stronger than his
beliefs about himself as a learner. This opposition between beliefs and the superiority of
one over the other was uncovered when A was discussing his work with me. A was
aware that he got very bored with a specific material but he felt (and he did) that he had
to finish it because he believes that
A: In order to Ieam you need to be disciplined, and I haven’t been. I am always
changing methods (course textbooks). But, if I chose one I have to finish it.
C: Even if you don’t like it?
A: Even if I don’t like it!
C: Even if you don’t feel you are making any progress?
A: Even if I don’t feel I am making any progress!
A was not the only case in which beliefs of different kinds overlapped. In fact, I
strongly believe that this overlapping is a constant in all the learners. A good way to
realise this is analysing the way the participants, when discussing language learning, tend
to identify themselves in their concept of language learning. Discussion about language
learning is not just a matter of knowing how to do it but of also of placing oneself within
that scheme. This self-definition represents a good way to self-evaluate. For example, F
knew how and was sure that it is a successful approach:
F: I have improved because I always wanted to Ieam a language and now this has
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