“Good job!” Or, on Feedback and Elements of Coaching in Teaching Foreign Languages to Adults Cover Image
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„Dobra robota!”, czyli o informacji zwrotnej i elementach coachingu w pracy z dorosłym uczniem na zajęciach językowych
“Good job!” Or, on Feedback and Elements of Coaching in Teaching Foreign Languages to Adults

Author(s): Krystyna Breszka-Jędrzejewska
Subject(s): Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: feedback; coaching tools; adult student;foreign languages;
Summary/Abstract: The coaching approach finds its justified use in contemporary foreign languagedidactics. The essence of this approach is encapsulated by the belief that learning a foreignlanguage constitutes an element of self-development and as such should reflect the individualneeds and goals of the student. The coaching approach, then, transforms the two most important agents of the glottodidactic process, i.e. the teacher and the student, reimagining the teacher as the coach and the student as the coachee. Such an approach, in turn, invites questions concerning the use of coaching tools in actual language courses. The author presents selected examples of beneficial practices, as well as the possibilities of utilizing coaching tools in foreign language courses. The aim of the article is to discuss the role and form of feedback and to elaborateon the possibilities of using coaching methods in foreign language teaching. The article focuses on two major issues: what sort of feedback is most effective when it comes to adult students of foreign languages, and how to incorporate coaching tools in the process of giving feedback.Giving properly constructed feedback to students significantly facilitates and aids the learningprocess. However, not all feedback is equally effective. Sometimes feedback is given incorrectly: it is either too critical or too general in its praise. How, then, can teachers contend with the complicated task of giving proper feedback? And how can coaching tools help teachers in giving feedback in order to actually aid the learning process? The following article constitutes an attempt at answering the aforementioned questions.

  • Page Range: 243-249
  • Page Count: 7
  • Publication Year: 2016
  • Language: Polish