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Critical incidents as a window into simple language management

Authors
  • Sieglová, Dagmar
Type
Published Article
Journal
Language Learning in Higher Education
Publisher
De Gruyter
Publication Date
May 25, 2022
Volume
12
Issue
1
Pages
105–127
Identifiers
DOI: 10.1515/cercles-2022-2043
Source
De Gruyter
Keywords
License
Yellow

Abstract

Language learning is a life-long process. In a world that connects people across nations through study, work, travel and socializing, new chances and challenges arise, intensifying a need to improve modern foreign language skills. The aim of language education, therefore, should not be limited to providing mere language instruction but it should also involve the development of learner autonomy so that students are equipped with strategies, methods, and approaches for managing their language development over the course of their whole lives. Higher Education Institution (HEI) teaching practices need to react to this reality through their teaching approaches and methodologies. The following study conducted with ŠKODA AUTO University presents an analysis of the current students’ simple language management (LM) process, which reveals their language learning attitudes, behaviors and ‘acts toward’ language. Data were collected between 2017 and 2020 from students’ written narratives describing and analyzing critical incidents (CI) that reflect the learning strategies the students adopt, the study styles they use, motivation for learning, as well as the actions they plan and conduct. As a result, these findings form the basis of a deeper understanding of the language teaching process, which in turn enhances language education methodology.

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