Abstract

Possibilities of Using Research-Based Knowledge of Learning Barriers in Teacher Education

Agnieszka Szplit, The Jan Kochanowski University, Poland

Over the past decade, there have been increasing attempts to improve language teaching and learning, and the key role played by languages in the construction of European unity is widely emphasized. At the same time, modern societies have become dependent on the professions, and the professional teachers knowledge receive more and more attention all over the world.
Deepening teachers knowledge of language learning processes should be then one of the priorities of their education. A better understanding of language learning processes and the role of various factors influencing them, result in much more effective learners education.
One of the important factors influencing effectiveness of language learning are the mental barriers and limitations that student subconsciously put on their performance and language production. Understanding the nature of the learning limitations and knowledge how to overcome them in everyday teacher work seem to be significant elements of the professional knowledge of teachers built during the process of education, and developed in reflection and practice.
The author has conducted the research on learning barriers: found out what barriers and limitations influence language learning and experimented to overcome them using pedagogical and psychological tools and integrating them with teaching English. As the teacher education curricula and programmes still neglect the aspects, the author of the paper tries to show how strong the mental barriers are and how to surmount them. She claims that  teachers should be well-equipped in knowledge of the barriers as well as abilities of using effective techniques to surmount them. The research-based knowledge might be used in teacher education reform, as it provides recommendations related to what teacher education should include to help teachers work and succeed in teaching.