Learning contracts and language learning (Part 3): the end of the summer and beyond

It’s been quite a while since my last update on my learning contract shenanigans. It was due on the 4th September, but…life has been rather attention-seeking since then! As you may remember, on the 4th June this year, I decided to make and attempt to stick to a learning contract. Month one saw me off to a positive start albeit taking a while to get my resources organised, month 2 was up and down motivation-wise, but the contract kept me on track when I started veering towards complacency on occasion. And now here we are at the end of month 3.5, meaning I’m heading back to Palermo! In fact, I am writing this on the flight in a final desperate bid to round up my summer of learning before I’m thrown headlong into the next phase.

This is my learning contract, dutifully copied and pasted into Evernote.

A reminder of my learning contract, which lives in Evernote, in my Italian notebook!

Did I stick to my contract in month three? Yes. Despite mega-commitments to fulfil concurrently! Since then? No. There are only 24 hrs in a day and seven days in a week. Between visiting people to say cheerio and packing my life up, not much time remained. However, I’ve done my best and, I would say, done more than I would have done if I hadn’t had my contract pestering me! So, failure or success? Depends on which view you take. I’m leaning towards success, as I used what time I did have rather than focusing on what I couldn’t do. Also, just because I couldn’t do as much as I would have liked, I didn’t stop altogether in response to that, which would have been the easy way out.

Anyway, what about my progress?

  • Well, last month I vowed to get my percentage on the conjugation app up from low sixties to 80. Took a couple weeks but I got to 83% with no individual tense scores below 80.


Been slack on it lately though – once I met that goal, my interest dipped hugely! What I should have done at that point is make a new goal…so there we go, a demonstration of the importance of goal management in terms of motivation!

  • I’ve persevered with Quizlet, and text-mining. I now have two sets of text-mined language,with 80 and 61 terms respectively. Two, because 80 terms was unwieldy enough! I’ve become better at text-mining while listening now, and also at hearing and clocking variations on them. I’ve noticed the importance of context: the phrases I’ve mined from texts or conversations are much more ‘mine’ than those I’ve picked out from language learning resources. Additionally, I try to use my new language productively, when writing or chatting, either on FB messenger or with myself! With the latter, I silently articulate whatever phrases match the situation I’m in and the emotions that go with it.
All my sets for the summer! (Except the two you can't see at the bottom, called 'phrases with fare/avere/essere/voler/potere/dovere ' and 'verbs and prepositions'

All my sets for the summer! (Except the two you can’t see at the bottom, called ‘phrases with fare/avere/essere/voler/potere/dovere ‘ and ‘verbs and prepositions’

This combination of techniques has been central to my learning this summer, and definitely something I want to pass on to my students.

  • Another effective approach has been my focus on two areas of grammar – prepositions and pronouns – and combining learning about these, learning examples of (using Quizlet) them, and actively looking to notice their use in texts. It was, however, also very helpful to have a friend simply explain how they work, which I then reinforced with use of learning resources (grammar book, websites…). This applies equally to things I have noticed but couldn’t explain/understand e.g. Pronouns and past participle agreement. It was useful to be able to say ‘I’ve noticed x – what gives?’

This reminds me of this blog post published a little while back, which dichotomised “the deliberate teacher way” and the “power learner way”, i.e. bite-sized chunks vs. all at once. In response, I will be controversial and say I want and like both! Again and again, for me, variety is the spice of life and the interaction between approaches and techniques is as important as the approaches/techniques themselves. It could be argued that it’s in this interaction that the language catching web I mentioned in this post about text mining is built and works most effectively, in my own admittedly limited experience.

  • I’ve been grappling with my audiobook of Cime Tempestose, finding it useful to go back and listen again periodically. Partly because of dipping in and out meaning that it’s easy to forget what’s going on, partly to deal with the speed (it’s faster than The Secret Garden!) and partly because I haven’t read or listened to it in English previously, so that ups the challenge. I’m on disc 2 and understand the majority of what is going on now. I stil go back and listen again periodically as that also enables extra text-mining and noticing.

What next?

Well, very soon I shall get to test my italian by speaking it! Actual speaking rather than typing! I’m super curious to see what will happen. I know I have a much wider vocabulary and a better command of basic grammar than I did at the start of summer, and my listening is much improved, but will being faced with actual Italians reduce me back to the stuttering wreck I was at the beginning of June? Time will tell.

I need to get into a study routine here too. Maybe I need to make a new contract, which bears in mind the resources available in the TL environment. There’s also my course book that remains unfinished…

One thing is for sure, I plan to use the language as much as possible and enjoy it! (I must remind myself of this in gibbering wreck moments!)


Learning contracts are a useful motivational tool, which can encourage use of a range of activities. Of course, like anything else in language learning, there are pitfalls to be aware of and try to avoid. They are certainly no panacea (of course), and how effective they are will vary from learner to learner. It is important to manage motivation and sub-goals carefully, to avoid complacency or loss of interest! However, the existence of the contract does help in this department. I plan to try and keep using one myself, and will try to use what I’ve learned through this experiment to help my learners develop their autonomous learning skills.


In order to get in to my temporary apartment (where I can finally upload this post!), I had to deal with the Italian owners. Once they sussed I could speak Italian, that’s what we did. And…I understood everything (give or take an occasion of asking for a repetition) plus was able to communicate reasonably competently, able to say what I wanted to say. A far cry from when I arrived this time last year and failed to get myself any food to eat (in a bar), soon after I arrived! I think that now I have enough language for there to be more language than gaps in familiar situations, meaning that I can make myself understood and, I hope, when I’m stuck for a specific word/chunk, paraphrase around it and elicit it from my interlocutor so that I can learn it! That is the approach I want to use…time will tell how it works out for me! 

Stay tuned… 😉


2 thoughts on “Learning contracts and language learning (Part 3): the end of the summer and beyond

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