CC BY
19
THE ROLE OF LEARNER-BASED TEACHING IN THE EFL
SYLLABUS Toshmatova N.A.
id
Toshmatova Nazokat Akramovna - Teacher, DEPARTMENT OF LANGUAGE TRAINING, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: in this article has been looked through the problems which are appeared in EFL teaching and learning process. It has been analyzed and recommended some advices about essential skills and their degree for learning foreign languages. This article is going to delineate how to teach an EFL course successfully.
Keywords: EFL, general English, need, design course, develop materials, evaluation.
It is generally agreed today that the main principle in learner - based teaching is that all class activities can be done using information that the learners themselves bring to the class. What is novel about learner - based teaching is the idea that all activities can be based on that wealth of experience, be they grammar exercises, exam preparation, games or translation. The first thing that needs to be said is within this approach the teacher's role is to help her students to teach themselves, and each other, about English, while the learners are responsible for the information input. To begin with, the basic procedure of a learner -centered class has two stages. In the first, learners prepare materials which are designed to practice for example item. In doing this they draw on all the linguistic resources they already have. In the second stage, these materials are passed to other learners in the class who carry out the activities. In this nay students obtain valuable language practice, not only while they are using the materials, but while they are preparing them as well. They way a teacher presents subject matter may conflict with students ideas about learning, thus resulting in no learning. Therefore, it is teacher's duty to respect individual learner differences & to assist the students in discovering their own learning process & preferences. It requires putting students at the center of classroom organization and respecting their needs, strategies & styles [1]. In a learner - centered environment, students become autonomous learners which accelerates the language learning process. A learner - centered environment is communicative & authentic. It trains students to work in small groups or pairs & to negotiate meaning in a broad context. The teacher - dominated classroom ("teacher - fronted") is characterized by the teacher's speaking most of the time, leading activities, & constantly judgment on student performance, whereas in a highly student -centered classroom, students will be observed working individually or in pairs & small groups, each on distinct tasks and projects [2]. Introducing a learner - centered environment requires more than one single adaptation of a traditional classroom. Moving from explicit to implicit and from controlled to free language production requires several changes. The techniques chosen have to support the development, while maintaining classroom control and providing students with rationale for the changes. The first is that language learners
HAYHHblE MCCflEflOBAHMfl № 7 (18). 2017 | 34 |
should be the main reference point for decision-marking with respect to both the content & the form of teaching. The second is that this should be realized by a process of consultation & negotiation between teacher & learners. Language needs to acknowledge & work with language learners as complex and varied human beings, not just in individual but also in social and cultural terms. The second is that language teaching is an educational endeavor which should seek to improver learners by enabling them to assume an informed and self directive role in the pursuance of their language - related life goals. Thus as any approach to teaching, learner - centeredness has its own advantages and problematic points. I found the problem of learner - centered classes interesting because during my teaching practice at school I witnessed how in effective and dull were English classes where teachers used old -fashioned traditional grammar - translation ways of teaching. On the whole large-scale attempt to realize the principles of learner-centeredness at course design level was made in Australia as part of the Adult Migration Education Programme (AMEP) by researchers such as Brindley, Nunan and Willing, and which gave rise to Nunan's (1988) concept of the learner-centered curriculum. The main idea of new curriculum is that learners should be taken as the reference point for decision-making as regards both the content and the form of teaching, and that this should be achieved via a process of consultation and negotiation between teacher and learners [3].
References
1. Tridor I., 1996. "Learner-centeredness as language education" Cambridge. Language Teaching Library.
2. Campbell C. and Kryszewska K., 1992. "Learner-based teaching. Resource book for Teachers". Oxford University press.
3. Nunan D., 1998. The learner-centered curriculum. New York. Cambridge University Press.
| 35 | HAYHHblE MCCflEflOBAHMfl № 7 (18). 2017
