Learner centured Teaching and Learning From Theory to

Introduction TABLE OF CONTENTS Chapter One: What is “Learner-Centred” Instruction? • Background • Defining

Chapter Two: Teacher Roles & Learner Roles in “Learner-Centred” Instruction • Teacher Roles •

Chapter Three: Implementations: From Theory to Practice • How Effective is “Learner-Centered” Instruction? •

Introduction Although the concept of effectiveness in relation to language teaching and learning is

Introduction � As teachers, we have been bombarded with such terms as: learner autonomy,

Introduction �It is worthy mentioning that throughout this work, the term “learner-centred” refers to

Chapter One: What is “Learner-Centred” Instruction? Background Defining“Learner-Centred” Principles of “Learner-Centred” Instruction • Metacognitive

PREPARATION LEARNER-CENTRED ACTIVITIES NON LEARNER FOCUS TEACHER PREPARED LEARNER PREPARED The teacher prepares the

Conclusion Having said all that, we may come up with the following recurring comment.

Bibliography The Learner-Centered Psychological Principles Excerpt from Assessing the Role of Educational Technology in

STUDENT–CENTRED LEARNING: WHAT DOES IT MEAN FOR STUDENTS AND LECTURERS? Geraldine O’Neill and Tim

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Learner – centured Teaching and Learning From Theory to Practice

Introduction TABLE OF CONTENTS Chapter One: What is “Learner-Centred” Instruction? • Background • Defining “Learner-Centred” • Principles of “Learner-Centred” Instruction • Metacognitive and Cognitive Factors • Principle 1: The nature of the learning process • Principle 2: Goals of the learning process • Principle 3: The construction of knowledge • Principle 4: Higher-order thinking • Affective Factors • Principle 5: Motivational influences on learning • Principle 6: Intrinsic motivation to learn • Principle 7: Characteristics of motivation-enhancing learning tasks • Developmental Factors • Principle 8: Developmental constraints and opportunities • Personal and Social Factors • Principle 9: Social and cultural diversity • Principle 10: Social acceptance, self-esteem, and learning • Individual Differences • Principle 11: Individual differences in learning • Principle 12: Cognitive filters.

Chapter Two: Teacher Roles & Learner Roles in “Learner-Centred” Instruction • Teacher Roles • Preparing learners • Analyzing learner needs • Selecting methodology • Transferring responsibility • Involving learners • Teacher Perspectives • Personal skills • Educational skills • Course planning skills • Learner Roles • Syllabus design • Classroom activities • What and how to teach?

Chapter Three: Implementations: From Theory to Practice • How Effective is “Learner-Centered” Instruction? • Applicability of “Learner-Centred” Instruction in Algeria • General Overview • Teachers’ Difficulties • Conclusion

Introduction Although the concept of effectiveness in relation to language teaching and learning is quite complex, research in recent years have been conductive to build up a set of theories trying to simplify such complexity (T. Hedge. 2000). The learner-centred instruction came to be important to them, especially after the dissatisfaction with the teacher-centred approach. This is because it aims at making use of real-life situations that necessitate communication.

Introduction � As teachers, we have been bombarded with such terms as: learner autonomy, self-directed, self-assessment, learnercentred , problem-solving, critical- thinking, et al. Aiming at understanding these concepts, we have done this humble work. � We will tackle this within three chapters, the first being devoted to the definition of the learner-centred approach and its principles. The second chapter deals with both teacher and learner roles within the learner-centred approach. In the final chapter, we move on to see the degree of its applicability especially in Algeria. We end up with a conclusion

Introduction �It is worthy mentioning that throughout this work, the term “learner-centred” refers to High and/or Middle school learners, and “student-centred” refers to university students.

Chapter One: What is “Learner-Centred” Instruction? Background Defining“Learner-Centred” Principles of “Learner-Centred” Instruction • Metacognitive and Cognitive Factors • Principle 1: The nature of the learning process • Principle 2: Goals of the learning process • Principle 3: The construction of knowledge • Principle 4: Higher-order thinking • Affective Factors • Principle 5: Motivational influences on learning • Principle 6: Intrinsic motivation to learn • Principle 7: Characteristics of motivation-enhancing learning tasks • Developmental Factors • Principle 8: Developmental constraints and opportunities • Personal and Social Factors • Principle 9: Social and cultural diversity • Principle 10: Social acceptance, self-esteem, and learning • Individual Differences • Principle 11: Individual differences in learning • Principle 12: Cognitive filters.

Chapter Two: Teacher Roles & Learner Roles in “Learner-Centred” Instruction • Teacher Roles • Traditional approach: knower- activity organiser • Learner-centred approach: counsellor • Preparing learners Self-awareness as a language learner. Awareness of learning goals. Awareness of learning options. Language awareness Analyzing learner needs Selecting methodology Transferring responsibility Involving learners Teacher Perspectives Personal skills Educational skills Course planning skills Learner Roles Syllabus design Classroom activities What and how to teach

PREPARATION LEARNER-CENTRED ACTIVITIES NON LEARNER FOCUS TEACHER PREPARED LEARNER PREPARED The teacher prepares the lesson and chooses a text e. g. about the target culture for the learners to study and answer comprehension questions. The learners study a text chosen by the teacher but they write comprehension questions for each other. ACTIVITY FOCUS LEARNER FOCUSED The teacher provides the learners with a survey (about the learners’ interests The learners write their own etc. ) for them to conduct in the survey to practise a certain classroom to practise a certain grammar point in the classroom. grammar point.

Conclusion Having said all that, we may come up with the following recurring comment. The learner-centred instruction has been seen to be a positive experience, “placing learners at the heart of the learning process and meeting their needs”. (Edwards. 2001). LC approach could also provide a reasonable degree of theoretical consistency that was discerned at the levels of language and learning theory. Yet, the discussion about its applicability infers the difficulty to practice the learner-centred approach in the classroom. A truly learner-centred approach to language education must provide opportunities for learner choice in the method and scope of study. The conclusion to be drawn from this is that we must move gradually if we are to expect learners to take responsibility for managing their own learning. More research needs to be done into the nature of learner’s and teacher’s expectations and how these can be educated to make learner choice more feasible.

Bibliography The Learner-Centered Psychological Principles Excerpt from Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective by Barbara L. Mc. Combs, University of Denver Research Institute, in Secretary's Conference on Educational Technology 2000 [http: //www. ed. gov/rschstat/eval/techconf 00/mccombs_paper. html] STUDENT–CENTRED LEARNING: WHAT DOES IT MEAN FOR STUDENTS AND LECTURERS? Geraldine O’Neill and Tim Mc. Mahon University College Dublin E-mail: geraldine. m. oneill@ucd. ie / tim. mcmahon@ucd. ie In: Emerging Issues in the Practice of University Learning and Teaching. O’Neill, G. , Moore, S. , Mc. Mullin, B. (Eds). Dublin: AISHE, 2005. Released under Creative Commons licence: Attribution. Non. Commercial 2. 0. Some rights reserved. http: //www. aishe. org/readings/2005 -1/ Learner choice in language study Andrew Littlejohn ELT Journal Volume 3914 October 1985 Teacher-Centered to Learner-Centered Educational Model Mark B. Yeary Ph. D. Candidate Department of Electrical Engineering Texas A&M University Lessons from Good Language Learners C. Griffiths(ed. ) Cambridge University Press 2008, 336 pp. , £ 21. 85 isbn 13: 978 0 521 71814 1 Learner self-assessment: an investigation into teachers’ beliefs Deborah Bullock ELT Journal Advance Access published July 25, 2010 Teacher roles in the learner-centred classroom Ian Tudor The learner-centred classroom ELT Journal Volume 4711 January 1993® Oxford University Press 1993

STUDENT–CENTRED LEARNING: WHAT DOES IT MEAN FOR STUDENTS AND LECTURERS? Geraldine O’Neill and Tim Mc. Mahon University College Dublin E-mail: geraldine. m. oneill@ucd. ie / tim. mcmahon@ucd. ie In: Emerging Issues in the Practice of University Learning and Teaching. O’Neill, G. , Moore, S. , Mc. Mullin, B. (Eds). Dublin: AISHE, 2005. http: //www. aishe. org/readings/2005 -1/ Teacher-Centered to Learner-Centered Educational Model Mark B. Yeary Ph. D. Candidate Department of Electrical Engineering Texas A&M University Teacher-centered vs. Learner-centered paradigms Comparison of Teacher-centered and Learner-centered paradigms (Learner-Centered Assessment on College Campuses by Huba and Freed 2000) Learner-centered Teaching and Education at USC: A Resource for Faculty Provided by the Committee on Academic Programs and Teaching (CAPT) Learner-Centered Task Force 2005 -2006 Useful USC Links: Center for Excellence in Teaching http: //www. usc. edu/programs/cet/resources/ Center for Scholarly Technology http: //www. usc. edu/cst http: //www. usc. edu/clickers Jack C. Rechards and Theodore S. Rodgers, Approaches James Britton, Language and Learning, 1970. Tricia Hedge, Teaching Penny Ur, A and Methods in Language Teaching A Description and Analysis and Learning in the English Language Classroom , 2000. Course in Language Teaching Practice and Theory , Cambridge Teacher Training and Development, 1996. David Nunan, Designing Tasks For the Communicative Classroom , Cambridge University Press, 1989.