SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

This is an extract from my own participation in a group discussion when the
participants and I were analysing the role of counselling. When listening to the tapes, I
found myself openly expressing my own views about SAC matters. This is just a sample
of how I conveyed my ideas. A second reading would reveal a lot about my beliefs.
Actually, it is amazing the amount of beliefs one can find in a fourteen-line paragraph.
As I see it, there is:

1) a belief that SAC is not Workingfor most of the learners

2) a belief that there are different types of SAC users

3) a belief that learner∕counsellor interaction is very superficial

4) a belief that the learners that contact a counsellor believe in her
capacity

5) a belief that the learners that contact a counsellor can openly address
their failures

6) a belief that there is no communication between counsellor and user

7) a belief that the counsellor is not able to cope with the situation

8) a belief that there is a negative attitude in the counsellor

9) a belief that there is unawareness of 7 and 8

I am not going to reflect on all of these beliefs. Doing so would be a mere
repetition of several sections of this thesis. However, I would like to specifically reflect
on two general points: What I believe about SAC learners and what I think of
counsellors.

7.3.1. Beliefs concerning different types of SAC learners

My experience in working in the SAC Oaxaca for five years has shown me that there are
different types of learners. Basically when I say “Most SAC users are here for two
reasons” I am dividing the population of SAC into three separate groups: a) the hopeful
new ones, b) the too-proud-to-leave old users and c) the few who are not included in the
“most”. The first group has two possibilities, either leave within the first two to six
months of SAC work or find a place in groups b) or c). Group b) is made up of all the
SAC users who are struggling to Ieam a language in a self-directed way but have not
made progress, at least not in relation to the effort and time they have invested in it. This
type of learner has up and down motivational cycles that keep them trying. A good
example is A:

C: Have you ever thought about dropping out?

A: Yes several times, when I become really bored and disappointed
about my progress. Then I happen to go to the USA and I realise that I
need to Ieam English. I come back very motivated and willing to work harder.

Group c) is formed by the learners I am not referring to in the quotation. That is

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