Resistance to Learning? Student Reaction to Communicative Language Teaching.

A study examining the perceptions of college students in beginning foreign language classes toward various teaching discovered a discrepancy between the value students and teachers ascribe to communicative language teaching. The study was conducted at the University of South Carolina, in two classes where a variety of teaching techniques were used. At the end of the semester, students were surveyed on their use of language learning strategies, background as learners, and the value and difficulty of the classroom and homework activities. Thirty-one students (out of 40) completed the questionnaire. Results show that the five activities found to be most valuable to students were (1) correction of pronunciation; (2) oral correction of grammar; (3) pronunciation practice in class; (4) oral grammar practice in sentences; and (5) memorizing vocabulary. Dialogue memorization was the least favored activity. Activities having a communicative or process orientation were not highly valued. As a followup, the questionnaire was administered to beginning and intermediate students in South Carolina and California, English-as-a-Second-Language (ESL) students at all levels in a binational center in Uruguay, and ESL students in an intensive English program in South Carolina. Results were similar, with the intensive language learners' responses diverging the most. Implications for language teaching are discussed. (MSE)