Task 2: Beliefs and Assumptions about Language Learning and Teaching

9. A learner’s personal investment in what s/he is learning is crucial for success.

I agree with this statement because I consider that is true the fact that as you invest on something, you will be able to learn more about that being able to improve yourself and do better.

Punctually, when it comes to language learning, it is supposed that you have to be exposed the most part of the time as you can to the target language in order to fully acquire it. "It takes approximately 200 guided learning hours for a language learner to progress from one level of the Common European Framework of Reference (CEFR) to the next"  (Council of Europe, 2001). The amount of hours that you study at an institution are not even enough. Therefore, if you are interested and do research by yourself, look for information, and take possession of the knowledge in your own hands, it is more likely for you to be successful, because during the autonomous search even if it was due to personal interests not related to the language, you will still be receiving input in the L2, so in the end you will indirectly acquire new vocabulary, grammatical structures that you may have not know, and so on.

Finally, I consider that you have to make an effort on your part during the learning process. For instance: I can have a book, but I AM the one who have to read it and if I am not interested about it, I am not going to learn anything. Otherwise, if there is interest and motivation, besides the only book that I can have, I can look for another ones in order to improve myself over the topic of the book. Basically, that is the personal investment that I do consider crucial. It is all about someone's will on learning something and what you do to be constantly getting in touch with the knowledge.

References:

• Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.