This essay is attempting to analyse the Study Journal of Cserna György, (30) English major Russian Retrainee, from methodological point of view. The study journal, which was part of a Language Practice (LP) course, contains written dialogues between Cserna and his LP practice tutor, Horváth József (34). The tutor and the student could write to each other fortnightly.
The idea of such a study journal seems a bit wild at first hearing. After all, what can a 30- and a 34-year-old man, who can talk to each other both personally and on the telephone whenever they want to, write to each-other? Why do not they discuss their problems orally ? Is not it a bit artificial ? If one reads the dialogues the answers for these questions can be found easily. The topics they touch vary from house building, thesis writing, women's day, future plans to reflections of the previous classes. Obviously, Cserna and Horváth could have discussed these topics orally, but since the journal was part of the Language Practice syllabus and breaks between the classes are far too short, in addition they are usually needed for coffee drinking or going to the lavatory, it was quite practical to put down what they could not find time for.
The journal does not seem artificial since it contains real concerns about the LP classes, the author's thesis, the group Cserna belongs to, and besides, the tone of the dialogues is natural and honest. The length of the writings also suggests that the tutor and student have something to say to one another indeed, and in their content these written conversations go far beyond the usual shallow oral chatting. At one point for example Cserna writes: "Sometime I feel that "we" live a slavery life, never look back, don't have time to "chew on" a bit what we have been doing or what we are planning to do."
As it is evident from the previous quotation, the journal must have been an excellent device for deepening the personal relationship of the tutor and the student. Both of them had to devote a certain amount of time to each other, and nobody else. Through the personal matters the student and the tutor touched, such as house building, lesson planing, future plans, and other personal concerns they could see into each other's life to a certain extent, which formerly was not possible, thus they got closer this way.
The journal is a teaching device too. Cserna and Horváth consciously use everyday English on the course of their corresponding, and while they are conversing Horváth, by stealth, tries to teach his student by using idioms such as "pain in the neck", and everyday, informal expressions like "it would be smashing for me," or "... is most interesting". In the meantime the student tries to do his best to show his wit and knowledge, and uses expressions like "casetteful" or "I am an only boy", and even tries to create a new English word ("journalling").
This type of study journal is a feedback for the teacher. The tutor asked his student to comment on the previous LP classes, and the student did it, more than once. These pieces of information (i.e. the critical notes of the students) can be really useful for the teacher as it is clear from Horváth's reflections: "your observations are most valid and useful, I think". ".. this observation and the others you shared make perfect sense to me. " The students' reflections also have a washback effect because the teacher of course would not force the activities which had negative feedback, but will try to take the suggestions into consideration, thus the students can indirectly influence their classes by the study journal.
It is clear from the journal that this washback did work in practice since at one point Cserna suggests a "more dynamic lesson beginning", and he adds "I can even imagine some physical activity", and a few pages (and weeks) later he writes with enthusiasm: "Last lesson was brilliant. I mean the yoga exercises ... "
From methodological point of view the study journal is a very useful device both for the tutor and the student. It develops the personal relationship of the tutor and the student, develops the students written performance, provides feedback for the teacher, and makes course evaluation easier for the tutor, since a there is a concrete written material in his hand, which can inform him about the student's progress and diligence throughout the semester.
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