He's an upper intermediate student, and I was advising him that he didn't need to master idioms just yet.
I suggested that native speakers tended to use idioms a fair bit, but the majority of English speakers, non-natives speakers, did not use them very frequently at all.
Then he promptly asked me to rehearse with him the kind of sentences in which you would normally hear these idioms.
At first, I was a little taken aback by this.
He had all but flat out ignored my advice, and determined to set out in the opposite direction from the one I had encouraged him to follow.
But then it occurred to me: my student is a businessman.
He already has all the money he'll ever need.
He could be sitting with his feet up on a Caribbean island somewhere if he wished.
But he isn't, because he doesn't.
He's a businessman, and what drives him is the competition.
He wants to be better than the average non-native speaker of English.
He likes the challenge.
His zone of proximal development is twice the width of a normal student's because his determination to succeed is twice as great as a normal student's.
He only starts to get interested when it becomes almost impossible.
I have thought since about other ways I can introduce an element of competition into our 1-to-1 classroom.
Perhaps I could tell him articles are rated as the most difficult aspect of grammar by advanced learners.
Or 7 out of 10 proficiency students struggle with phrasals.
Or maybe I could let slip that not even native speakers can understand mixed conditionals.
(What harm can it do to tell him the truth occasionally too?)
What I have been reminded of by all this is that the motivation behind a student learning English, the reason they are there, may well not be what motivates them at all.
That is to say, the purpose of a student's studies should not be confused with what fires them up, merely by a trick of the language.
And while it is the work of half an hour with a good needs analysis to discover the former, it can take many, many classes to find out the latter, equally important facet of our student's make up.
And while it is the work of half an hour with a good needs analysis to discover the former, it can take many, many classes to find out the latter, equally important facet of our student's make up.
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