Abstract:
In this study the personal belief systems of a sample of practising, experienced teachers of English as a second language to adults were investigated, with the objective of uncovering the essential features of 'good' language classes. This research, conducted from a symbolic interactionist perspective, used grounded theory methodology for data collection, coding and analysis. Preliminary findings indicate that a key feature of 'good' language classes is the fact that class members have bonded together into a cohesive group. Within the protection of the 'bonded' classroom adult learners of English appear to feel more comfortable about expressing their ideas and making linguistic errors, features which current research indicates are essential for the development of communicative competence in a second language.