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Teacher and Learner Perceptions of Language-Learning Problem Areas

Teacher and Learner Perceptions of Language-Learning Problem Areas

dc.creatorHasbún Hasbún, Leyla
dc.date2009-01-01
dc.date.accessioned2016-05-03T14:50:59Z
dc.date.available2016-05-03T14:50:59Z
dc.identifierhttp://revistas.ucr.ac.cr/index.php/rlm/article/view/8905
dc.identifier.urihttps://hdl.handle.net/10669/23635
dc.descriptionThe goal of this study was to examine teacher and learner beliefs about grammar difficulties and compare them to a study of error frequency (Hasbún, 2007b). Results indicate that teachers underestimate the frequency of errors. Half of the teachers failed to identify articles as being one of the most common categories of errors. Moreover, first-year students believe that learning grammar implies memorizing patterns. Second-year learners feel that memorization does not guarantee accurate use of a rule. Advanced learners seem more concerned about the acquisition of vocabulary than grammar. Finally, beginners lack metalinguistic awareness to describe language difficulties; most were vague when describing problems.en-US
dc.description.es-ES
dc.formatapplication/pdf
dc.languageeng
dc.publisherEscuela de Lenguas Modernas, Universidad de Costa Ricaes-ES
dc.relationRevista de Lenguas Modernas;
dc.rightsCopyright (c) 2014 Revista de Lenguas Modernases-ES
dc.sourceRevista de Lenguas Modernas; Revista de Lenguas Modernas : Número 10es-ES
dc.sourceRevista de Lenguas Modernas; Revista de Lenguas Modernas : Número 10en-US
dc.source16591933
dc.titleTeacher and Learner Perceptions of Language-Learning Problem Areasen-US
dc.titleTeacher and Learner Perceptions of Language-Learning Problem Areases-ES
dc.typeartículo original
dc.coverageCRCen-US


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