|Clip art: Clker|
Time to check your homework . . . How's this for a formula for success: Instruction (in class, f2f or online) + out-of-class-work + student ability and initiative. You with me so far? The key factor is often said to be the last one, which entails motivation and a number of other more personal variables, including being organized and disciplined.
It is always good to have "just blame the student" (or his or her genes) on the list of legitimate excuses for lack of progress. It is, of course, the insidious flip side of metacognitive practice: train the learner how to manage his or her learning in and out of class--and then he or she is on his or her own.
How does your homework or out of class practice regimen work? How do you know? Do you care?
As reported is several other blogposts, the research on homework is extensive (in the field of Education and others) and all over the map. Every disciple speaks to that process is some fashion, even car manufacturing.
Many intensive language programs (20+ hours per week) program in systematic practice on site or online that involve monitoring and assessment. Good for them. I'm only interested here in instruction where pronunciation is not the sole focus of the class but is integrated into other skill and content teaching. (Haptic-INTEGRATED)
Just as an example, a guideline, here is the general EHIEP approach:
We should do a book on this--or at least develop a good comment thread on the topic below! There is a new appendix in AHEPS, v3.0 (rolling out this fall) on homework protocols.
Keep in touch--and do your homework.