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ERIC Number: ED326065
Record Type: RIE
Publication Date: 1989
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-1-872351-11-5
ISSN: N/A
How Important Are Lessons Anyway? Lancaster-Leeds Language Learning in Large Classes Research Project. Project Report No. 12.
Allwright, Dick
Relevant research literature does not generally support the notion that class size is a significant variable in learner achievement. This, if true, may be the result of various factors. Although teachers believe that they alter their teaching strategies for different class sizes, this may not be the case. More likely is the possibility that classroom lessons themselves are not significant determinants of the achievement of learners. Some research has indicated that students perceive classroom lessons to be inadequate or even a hindrance to the learning process, and tend to compensate for this by pursing extra-classroom learning or educational activities. While additional research on the effect of class size is needed to confirm this hypothesis, especially for language education, these observations point to the need for research on language learners study habits to see if relatively successful learners spend more time learning out of class than do less successful learners. (JL)
Hywel Coleman, Overseas Education Unit, School of Education, Leeds LS2 9JT, U.K. (addresses within Europe, individual reports 0.40 British Pounds; addresses outside of Europe, 0.50 British Pounds, surface mail).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bell Educational Trust, Cambridge (England).; British Council, London (England).
Authoring Institution: Lancaster Univ. (England). Dept. of Linguistics and Modern English Language.
Note: Also sponsored by the Centre for British Teachers.