TY - JOUR ID - 138073 TI - Teaching-Learning Asymmetry: Why Don’t Learners Learn What Teachers Teach? JO - International Journal of Language and Translation Research JA - IJLTR LA - en SN - 2750-0594 AU - Baktash, Narges AU - Taheri, Masoud AD - Department of English Studies and Applied Linguistics, University of Tehran, Tehran, Iran AD - English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran Y1 - 2021 PY - 2021 VL - 1 IS - 3 SP - 91 EP - 104 KW - First language acquisition KW - second language acquisition KW - language testing DO - 10.22034/978389966737_005 N2 - Teachers of EFL, as well as teacher trainers, have always complained about mismatch between what they do in the language classes and the outcome of it in the real world.  There has been much debate as to whether the mismatch results from learner variables, teacher inadequacies, program deficiencies, etc. The present paper reviews some existing learning perspectives and tries to come up with some hypotheses concerning the problem. One hypothesis put forward here to test in a comparative form is that the language learning environment and the strategies used by the teachers and learners do not match and therefore the efforts of both groups go down the drain. Implications of the possible confirmation of such hypothesis for language teachers are discussed and some conclusions are drawn on that basis. UR - https://www.ijltr.org/article_138073.html L1 - https://www.ijltr.org/article_138073_2c8dccac3edd3291c198856154929f31.pdf ER -