"The Best Way to Learn a Language Is Not to Learn It!": Hedonism and Insights into Successful EFL Learners' Experiences in Engagement with Spoken (Listening) and Written (Reading) Input

Autor/in	Tsang, Art
Titel	"The Best Way to Learn a Language Is Not to Learn It!": Hedonism and Insights into Successful EFL Learners' Experiences in Engagement with Spoken (Listening) and Written (Reading) Input
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 2, S.511-536 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsang, Art)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3165
Schlagwörter	Student Attitudes; Learner Engagement; Second Language Learning; Second Language Instruction; English (Second Language); Learning Experience; Linguistic Input; Written Language; Speech Communication; Learning Theories; Teaching Methods; Learning Processes; Phenomenology; Psychological Patterns; Informal Education; Independent Study + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lernerfahrung; Sprachbildung; Geschriebene Sprache; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Phenomenological psychology; Phänomenologie; Psychologie; Informelle Bildung; Nichtformale Bildung; Selbststudium
Abstract	Input is indispensable for language learning. Although opportunities for listening and reading, the two only channels of language input, can be scarce outside class in English as a foreign language (EFL) contexts, highly proficient learners often expose themselves to input aplenty. Their experiences of immersing themselves in input and their perceptions of these experiences have received very little attention, yet they bear significant theoretical and practical implications for EFL teaching and learning, especially with regard to less-successful learners. The present study examined the experiences and perceptions of eight successful EFL learners. The data from the qualitative questionnaire and in-depth interviews were analyzed using Interpretative Phenomenological Analysis. Findings that are particularly enlightening, and even surprising, include the prevalence of hedonism (the pursuit of pleasure itself), the specific value of spoken input (listening), the non-necessity for abundant exposure to "both" forms of input in outside-class contexts, and the challenge to the ossified conventional belief that "only reading improves writing" and "only listening improves speaking." The article culminates with a discussion of these novel, significant findings. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01