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A very brief overview on research on classroom language learning seems to support Gitlin's statement
that
Educational research is still a process that for the most part silences those studied, ignores their personal
knowledge, and strengthens the assumption that researchers are the producers of knowledge. (1990: 444)
Research in Second Language Acquisition (SLA) in general and English as a Foreign Language (EFL)
in particular has moved in recent years from “an almost exclusive concern with the teacher and teaching
procedures to issues related to the learner and learning processes” (Kübler, 1991: 1). However, the ultimate
focus of many of the early studies on learners was still the optimisation of teaching and the development of
teaching techniques (Allwright, 1988), rather than an attempt to describe and understand better learners'
contributions to the classroom.
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Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do Porto