%0 Journal Article
%T Adult learners¡¯ perceptions of working with awareness in the EFL classroom
%A Kimberly Anne Brooks-Lewis
%J International Journal of Human Sciences
%D 2011
%I International Journal of Human Sciences
%X 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 with no indication of the importance that awareness plays in either learning or communication. I first became conscious of this lack when I returned to the university to study a foreign language, and when I began to teach English as a foreign language in Mexico the issue became so pressing for me that I decided to undertake research to learn about other adult foreign language learners¡¯ perceptions of whether explicitly working with awareness in the classroom might be beneficial to the language learning process. The research was conducted in eleven English as a foreign language classes at two universities in Mexico, with the ¡®medium¡¯ being an introductory course I wrote specifically for the learners I was working with. The course was designed with a general-to-specific (or top-down) methodology which began with awareness training and included suggestions throughout for learning-to-learn strategies. Results from the qualitative research as to the adult learners¡¯ perceptions of these aspects of the course are discussed in this article, and clearly indicate that awareness training and such a teaching methodology help to fulfill genuine and pressing adult foreign language learner needs.
%K awareness
%K foreign language teaching and learning
%K adult learners
%K classroom-based research.
%U http://www.insanbilimleri.com/ojs/index.php/uib/article/view/1650