I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

Depa<strong>rt</strong>me<strong>rt</strong> of Englirh 

University of Sindb 

Jsmshoro 

The F€a3lbility ot Adopting a Learnor-centered 

ADprorch to ELT 

an Socoldaryr Schools in Sana'a (Yemen) 

I <strong>I|GSF</strong> <strong>hr</strong> <strong>tt</strong>.l.<strong>rt</strong>!.t <strong>tn</strong>.!. tr tlltbi 

grbnif.d by: 

lrl a frrnorl n hnat,Ifr d. 6 e t A f-% a fu ai 

AnJ S. qltant r Stafr 

h9f, Ai Slaaznr-{- 

'{aqu 

Uadet lhe su?.ni'ion of: 

}tain

Ce<strong>rt</strong>ified that Mr, Mahmoud Ahmad Thabet Al-Maktari 

has canied out rescarch on the topic "The Feasibility of 

Adopting a Learner-centered App/oach to ELT in 

Secondary Schools in Sana'a (Yetuen)", under our 

supervision and that his work is original and distinct. His 

disse<strong>rt</strong>ation is wothy of presentation to the University of 

Sindh for the award ofthe dcgree of Doctor of Philosophy 

in English. 

/ 

U-A-e---'-+-/4* 

Prcf. Qalander Shah 

Guid€ 

Depa<strong>rt</strong>men( o I Englhh 

Universitl of Sindh 

Allama l;L KaziCamplA 

@41+'lr t tl ll 

\l |tlt,/ ol I 

Prof Dr itr aMoorrul-l laqu /1r 

Director ofReseach & Publi( 

Co-Guide 

Paculry of Education 

Universiry of Sindh 

Els Kei Campu!, tlydedbad

Just to remind you that 

Why do Jou wna to b. <strong>rt</strong> the 

Doyo! m tot ke my plic.?

AECDIU'NON 

I dedicate this humble a<strong>tt</strong>empt ofresearch to: 

. Dr Rrsid AhDad S<strong>hr</strong>h, V.C. of Univ€rsity of Sindb 

. Dr- Kazi k<strong>hr</strong>diD EussriDdeatr ofA<strong>rt</strong>s Faculty 

. my hoDorible guides 

. my patieot fsmily 

. all learncr3 who erercise their minds and depend on themselv€s 

. .ll terchers who help tb€ir l€arners to help themselves 

. all those who listen to others with car€ rrld feelfug 

. every huoaD but humane treing 

. any one who help€d m€ itr ooe way or <strong>tn</strong>other

ACWVuLEO9TIEJ$ 

I am really v€ry grat€tuI to his Excelenc] the Vic€ Chmcellor of the 

Univcrsity of Sindh Dr. Rishid Ahft€d Shsh for th€ coopeEtion he $ow€d 

ad lhe &tion he took to lx an esrly itate for th€ 6nal semi@ in respond io 

an official letier from the government ofYemerl This reflectr his seosibility, 

sincedty, responsibiliry ard goodwill. I am also very gatetul to him as he 

refened rDe to his i duable b$k or EdL.ation and Teacher E lucotio, in 

Pa<strong>tt</strong>rrar. Aiaosl dost if mt al th€ malerial in the book does suDDon wllar is 

clained ir Lhe lopic ofresearh in hand. Many references werE quoted Fom 

th€ book and incorpo.ated into the chapters of the thesis for their genuine 

relevance. But above a[ I have to admit thar if it were not he, I would not 

bave awddd lhe d€gree of PhD. His wisdor! justice, and udersbrdin& 

nlade hirn take that decision agai$t the imredible hostility ofsome people in 

th€ Engl;sh depa<strong>rt</strong>rnenl 

I owe a special d€bt to rhe dean of rh€ Faculry of Ads Prot Dr. Kazi 

K<strong>hr</strong>din Hulsain whose approval of $le transfer of the wo* from .he 

M.Phil to a Ph.D. level was a sign of undeGtanding and a gestore of 

wisdonl His decisive atritude in lhe second deparrnenlal seminar was atso 

very a far-sighted dd a prudenl one asaimt rhe non-objective ideas pd by 

some of the panicipantr. As a M<strong>tt</strong>er of facl. he is one of dle very few that 

deserved to b€ rcm€mb€red for then n8ht &tion! and s€nsible a<strong>tt</strong>itudes. 

I would like to thank Proi S. Qalrnder Shah, the forme. chai.man of !h€ 

Depanment of Enslish in the Un;ve.jty of Sindh and ny sup€rvisor 

wilhout ehon this work might nol have be€n completed. It ;s h€ who firsr 

€xpressed hh willineness to supervise <strong>tn</strong>is new kind ot field research. His 

resourcefrrlr€ss .nd wide knowledge have been a kind of inspimrion and 

suppon <strong>tt</strong>al helped me to continue in spire of very s€rious itifliculries. H;s 

lea.n€r-centgr€d approach ilatches with rhe proposed one in hand. His 

honesty, fai.ness dd objcclivity rukes him includes pro. Dr. Mamoor-ut- 

Haqe .s a co-guide for the la<strong>tt</strong>e wide exp€rris€ ;f, <strong>tt</strong>le field ofrcsearch. 

My 

thanks arc also due to my co-guide Prol Dr. Minzoor-ut-Haqe Arain, 

Director of R€sea.ch ahd Publications in rhe Faculty of Educdon. He 

b€en a great help to ne not only in guiding but also in providin8 .ne with

ntsny refercnces and bools- His guiding is never in conUicl with h;s 

strichess. Ma.y of his ideas and suesesions could be l€lt in the difler€nt 

pag€s of this research. In the hardesl noment of my experience in this 

Unive.sity his emotional suppon l|as been of long lasling etreds. The way 

he defended me in the s€cond seminar is really admimble. 

I would like io €xprcss my gratitude r,o Dr. MohaDmed Ashm th€ direclor 

of Oladuate Studies who has always been coop€rative with not only me but 

aiso wirh a forEisn scholatT. His gentlei.ss atrd d€aling with us is d€servcd 

not only to be thank€d for bd also !o b€ rernembered. 

Ackrowledgm€nts lre llso n$de to the following: 

And roalllhose who helped me in une-wa' oranother. 

I owe sense of gmtitude to Dr. Abdus-Sslan AlJaun the vice-rector 

otlbb Universily in Yemen lor his ellon to facilitate the complet;on 

of this reseech and for h;s patience with l}l. rcpeated calls ad 

Dr. Yahy. Al-Srhbani Chairmd oflhe English Depa<strong>rt</strong>nent in Ibb 

Universily must be thanked for rhe guidance and suppon he oflercd.

TABLE OF CONTENTS 

The A bs tract : ............

4.? Mrhod!ofdLA,.!dr.---.._....,..,,.,,..,....._....,,.,,.,,,..,........,.,.,,.,,.,,,,,....._.,,.,..,.,Jt 

CIIAPTER V MATEKUL ADAPIANON............. 60 

5.1 &eplc.lLr@PL!.,..-.-.-.-..,.....-.,.-..--..-.-.,,.....-.--.,.-.,..-.*____.-_....6, 

3-2 Bid€.akaArb6*--.-"--_-.--.--*---.-*._._.__.,72 

t.t tu$edtdi,<strong>tt</strong>'.,,-,-*__.,_.__...._.-._._,,_,_,*_--.._...-.._.._,-_,,t 

CITAPIER W RFSWTS & NTERPREANON 89 

6.1 n|t,.....-.-,.,,.,,.,,...-..,..,.....,..,.,,..,..,...,..-.-......,..........,.,,,.,,,,..._..,,.,,,. t9 

6lrd LeEdd--.-.-.-.-..,.-.*--.-.*--*-....,..-.-.__*_._._*_._..,,__96 

CIUPTER t/11................................................... t t5 

coNcLusIoNS AND rMpUO<strong>tn</strong>ONS.............. I I 5 

?.r codEi@.,.,,..,.......,..,.,,.,,.,-,_._.....,...,,..........,,.,,,,,..,,.,,..._._......,..,,........,,.,._...llJ 

?: Lrlicid-,-.-.-_._._._._.*_...._.-_.__._-.,__._*____.--**.*_..1t, 

cluPTER W[r................................................. r 2 3 

GAIDE LINES FOR A TMINNG COURSE.-.... I2J 

Dto<strong>tn</strong>gfapny: ..---... .....---.. 140 

Appendices: .....-.-.......--..-...........-....................... 144

The Abshact: 

The study, in hand, is a, experimcn al b"e of s<strong>hr</strong>dy in the 

field of English larguage t@hingnearning @LT) in <strong>tn</strong>e Republic 

of Yemen. The ain is to investigate th€ possibility of adopting a 

l€amer-centered apFoacb lo ELT. The thesis .nnsists of eiSht 

In the first chapter the problem is slat€d in a fom of 

stalemenl. It says ilrat Enslish langlage in secotdary shools iD 

pa<strong>rt</strong>icular is ineffeclive. This ineffectiveness, according to the 

researcher, is a<strong>tt</strong>riblted to the traditjonaj teacher-centsed teaching 

approaches cuently in use. As a solution to this problen! lhe 

les€archer suggests adoptiDg a le3meFceniered approacb to ELT in 

secondary schools. Nex! tle bypotheses re presen&d; the null 

hnolhesis assumes dtst there is no differetce betwed th€ 

.xp.rimef,tal dd control group. Th€ alterMtive hFoth€sis, 

rherefore, assun€s that therc is a difrerence and that tl|e 

experin€ "1 group will pe.form bener tha' the codrol one. Then 

rhe rarioMle of the s$dy js gjven. Unde<strong>rt</strong>aking such a r6e4h is 

justified on the srcud rh3t dris iretrectiveness in English ldguage 

teachingleaning is wonh of irvestigation Morcover learErcentered 

approaches ensure an aclive role on the p3<strong>rt</strong> ofthe leamer. 

Ir is also in consonance with the requirements ofthe nodem society 

in which democlacy, individuality, fieativity and responsibility are 

lh€ rui€ mther lhan the exceptjor. It is fiom the school dEt th€se 

ideals are to be $aned. The language classroom is &e 6rst to begin 

wilh. The chapter ends up with t<strong>hr</strong>ee <strong>rt</strong>rair questions to be answered 

by the end of the erysilrHt. 

Chapter two gives a briefpicnl'e ofsemndary $hool sysrem 

in Yemeo with spccific referencc to $e status of ELT jn the 

system. Though this chapter looks as if il is irelevmt to the min 

lopic, yet lh€ researcber firds n quite hclpftl to present sucb 

information about the area and contexl of the rcsedch. Tlis will 

ir easy for the Eader to follow ard make seN oftbe study. 

'nake

Chapr€r thI.€ is the rcview of lileratut€. Herc the 

development of l€afler-cenler€dness and lffi'cen|er€d 

approach has b€€n tlced duough history till it i5 dcvelop€d to an 

approach to ELT. The coNibulion of th€ theories of leotdl|8 !o 

<strong>tt</strong>ft approach is also dkcussed. R€ferences to some sMics that 

hsve b€en c<strong>tt</strong>ricd od in the sslm ftld ofEseltch 3rr allo made 

Chapler fow describes lhe methodolos/ ,nd desiSn of lhe 

sndy. Ii is nrde clcar $at the s<strong>hr</strong>dy is an exP€rimcoLl oDc ald dte 

population is second secondary school studcnls The s<strong>tn</strong>plc 

coneists of tlrce schools one of which b a gnb' school- It is 

s€lecled on thc basis of Endomiation. Th€ t€sching mateiials arc 

two units taken fiom two difrcrlnt ienboob (old aDd IEw 

tcxtbook). The lools of data collection an specified as a posl'test, 

qlEstionn irc, al|d cl!.csroom ob6cl1,atioff. Tbe proctduE of 

conducting th€ exp€rimcnt is explailt€d. Melhods of data analysis 

arc also Siver 

Chapter five pr€se s $e mt€rial used in this cxpcriment. 

Some example of lesson plans and ad.plci mat€rial are givet. Ilte 

rcmaining le$ons are giv€n in app€ndix I It is madc quite obvious 

tl|at ir is $e nethodolos/ not lhe content lhsl is adapt€d in bandling 

ih€ lessons ofthese units. Th€n some learneFc€nler€d sclivities are 

dcdt wid! as lhey provcd pracdcal in th€ expernnenl. 

ln chapter six, the rcsLrlls of the cxPerim€nt arc given 

accordinS to the difrerc<strong>rt</strong> tools used. They lre pr€s€ cd in tables. 

The r€suh is a positive one. The posl-t€st shows a subltanlial 

diffdlDce between the cxpcriEental atd tbc control gtorps. n|e 

null hpothcais is rejected and the ali€mative one b acc€pted The 

cxperinentd gror'ps out-perforEEd thc conrol ones. The 

questionnain, which is taken by le .xp€rirnental groups, indicat€s 

a Do6itiv. aniode towards lesncr-entenin€ss Th€ claasroom 

observations confirm lhe positivc r€sul6 of the posl-lest ,rd th€ 

qEstiornaire. As cr! b. ulddstood from thc r€sults, the sludy 

ihough positive, y€t this should never be undcrstood d|at fl|e 

cxperinent h 100 % succassfii. mcre 5I€ a nuEb€r of 

shoricomings ei$€r encountered by the rcsearcher or cxpressed by 

stud.nts or;!fl€cled in rhe results. Bu! $e g€neral tcnd€ncy ofthe

overall result ;s in favor of the proposed leamercentered appmach 

In fle lecond pan of *is cbapter $€ difrerent rcsults of the duee 

inseunerrg are int€.preted in a prose lanSlag€ 

Chapter seven presenb lhe gen€ral conclusion of th€ 

experimenr a'd gives some implications for tuture inplenentation. 

It is concluded fion this study that a leameFceder€d apProac[ in 

its ;d€rl fora is difficult to apply at the present. A Bodified forD 

of it, however, is very possible. This adapled form is a modified 

veBion of the idesl o.e and is sonevhere in the middle b€twe€n 

the uaditional leacher-centercd approach and the leamer-€enlered 

orie. InplicatioN for impleDmtiDg this modified aPPmach are thcn 

suggested. 

Chaplet eighl is a fmal chapler' Herc some glidelines for 

ft$re t€acher training coune arc given. Such gujdelin€s ale need€d 

if a leamer-centered approach to ELT is to succeed. The proposed 

traifling course is to be dnected to pre'service teacbers lthose who 

ar€ trained to become teachers of Englishl Wlat nEkes this 

suggesied coLB even moc inponant is ihaL be ressrcher 

himlelf, could use it while conducting teacher trahina a! the 

universiry l€v€I. This gives the whole rcs€arch a practical Dsture as 

ihe oulcomes N to be 6.d for r€al teach€r training. In olher 

words, the research is not just for $e ressrch sake; it has a 

p.actjcal atd realistic dimension.

" He most honoF my <strong>rt</strong>yle who ler<strong>rt</strong>rs under 

CHAPTER I 

INTRODUCTION 

it to destroy the teacher."

CTTAPTER t 

INTRODUCTION 

1.1. TIIE STATEMET{T OF THf, PROBLEM: 

<strong>tn</strong>ghsh langvage reaching and leamhg is ineffective in 

sonaary sctrooti in Sa$a a (Yemen) Ihis is eoecled in 't 

D.rfomance of the s<strong>hr</strong>d€flts not onlv in then €xaninations but also 

in irEn inability to use EDglish in anv dedandits situadon in ewrv 

&v life. Th€ Dossible caue for this is lhe passive role of lhe 

leamex in the reaching,4eaming activities l-emer'cenlered 

appr$ches give a cent al role to the leamers in the teaching/ 

leu.nine p.ocess lf a leamtr-c€ntered apprcach b adopted, the 

t"ameri ian play an active mle in th€ lansuage classroom This 

could otrel a solution to the Problem. 

r.2. THE HYPOTHESES 

a. Th€ null h)?othesis: ft is h)?oth€sized that ther€ is no 

difference b€tw€en the perfomance of the experinqllal and co<strong>rt</strong>rol 

srouDs as indicated in dEn means, ln other words, th€re is no 

ditrerence between the leameFceDEred ieachitgleirning stvle dd 

the raditional teacherceder€d one. 

b. The Directioml (altern<strong>rt</strong>ive) hlTothesis. It is 

hpothesized that thse is a difler€nce betwe€n th. exp€dme al 

ad conrrol groups and the exp€rinental group performs be<strong>tt</strong>er ihan 

fte cotrol one. Thjs rneans leamd{enteEd stvle of 

leachins/leaming js b€<strong>tt</strong>er fts dte leacher-ce<strong>tt</strong>eren q?e. 

To put lhis in the fom ofstatistics at 5 percent (0.05) level of 

confidenc€, it becon€s: 

a. The DuI LypothBb: Ho:lFics0

. The rlt ro<strong>rt</strong>ire bypothsb: rL: t"h> 0 sherc 

Ho = Null hnolhesis 

In = At€m8tive hypothesis 

i = Experimenral sroup 

tu = Control group 

< = Equalor snaler than 

So rhc null hypothesis (HO will b€ rejected ifthe smple z > (z' 

\.64) 

13. THE RATIONAIE FOR THE STUDY: 

Like anlvhere els€ in lhe world, English lmsuage is 

increasinSly Saining in inpo<strong>rt</strong>ance in Yemen. Marv hclors sland 

behind lhis. The tethnolosical, economic and poliical facto$ are 

ihe tr}ost DroDin€ . Il is lhercforc, a necersity for Yenen, a5 for 

anv otier nation ro equip its cilizens with he lool of EnAlish to 

ke€o abrc2sl with lhe @al4t chanses and Bpid develoPmcnts 

taking place around the world. This should not be D'deftood lhal 

Endish should become aD end by irsell bl<strong>rt</strong> rat]'er 6 a means ro a 

end. Orherwise, Lhis may prove counleFproducrive. leading to the 

loss of one's ;dentity dd tbe dissolution of the nanotal culhie mto 

In Yem€q En8[sh is a pan of lhe school cuiculum; it is 

.augbl as a school subj€ct for six yea$. Bu! this quite a lons p€riod 

of English learning do€s not give the desir€d liuil The hain 

purDose of lsming a language is to be able lo comLmicale in thal 

ianguage. Ihis objective is nor b.ing tulfilled in Yenen bdause lhe 

studenh, afrer an this expedencs are unable to lse wlat thev hav' 

leamt for even a sinple neathgftl discoNe ln other words' 

English t€aching and l@ing is ineffective in tbe schools in Yemen 

This .inefiectiveness in lhe language teachi,€/leaming in 

Yem€n is b€ing qu€snored equaly by manv edu€tionisls atd

par€nts. Thcy aftibute il to various causcs such as th. lack of 

interBt od dle pen of6c te5ch€rs a!|d lesrners or to thc qowded 

classrooms and the like. Nooe, howcv€t is gvirg duc altcntion to 

tE le5rrer aDd tbe cruciai role h€ lus io play, iE EDgIsh langlag. 

l€rmin& Hem€, comcs the imporiamc of this reseorch which 

ossun€s t<strong>hr</strong>t iDetrectiveD€ss in BEIish la"gtaSe lc3mi[g is du€ to 

the sbserce of an active rol€ on dle paIt of dtc language l€ffter. 

Th.teforE, to c[sr.Et ah active mle by tle learDer, a lcaner_cent rcd 

apFoach io ELT may be ProF6.d. 

ollc of th€ reasotrs for propo3ing thc l$rnercetucred 

appro6.b is lh3t it focuscs oD dE iDdividll3i l€arD.r' Engtsh 

lauusge leanEr is lookcd at ss an active, cr€ativc 6nd rcsPon ible 

homan bcin& Hc is as sble as any ore els. includir8 his G.ch.r. 

This ftcans that his idividuality mlnt bc rcspect€d and his Dc.ds 

ad ini€r€sls hsve to be fqsler€d. On lhe oltEr lun4 lcaftErcent€r€d 

approach€s op€n the door wide for thc lcsrn€r !o look at 

hinself so that h€ c:E djs.ovet hjs abilities ad pot ntials in ord.r 

that he mrk€s the besl of them. Mor€owr, lemerc€ntctcd 

approachls give sp€4ial atlention to thiDking ald lo pmbl.rnsolving 

acrivities ofthe individual. The leerncr is encouraged to us€ 

his nird to thirfi and sol<strong>tt</strong> Ploblems, as on€ has to do in rlal life 

situations. He has !o think for hirnsclf in na<strong>tt</strong>crs rceardinS his own 

b{rnbg. So inst€d of rukiDg sotrE om els€ to tbink for hirnr h€ 

has to d€pqd on hinself Thi! is a prcrEquilitc in the nodem age 

and the scbool slnuld mt ovcrlook lba! ADolber inpo<strong>rt</strong>ant poid in 

this regErd k dE conc€pt of learner traininS; lcamer_centercd 

approach.s vicw lh€ fi.uEtiot of thc school as Do roore inpaniDg 

knowlcdgc io $e empty mind of dt€ le.m.r but tldFr taining dle 

I€arnr to h.n ho* ro lcrrn Dr. R.ashid rA" S (1999: 174) 

obsc|es " Tll€ first .nd lhe most imporunt Pan of educdioq 

prccisely lhai whicb lhE world *glecls i! llat Prepari4lh€ child io 

rcceive €ducation-' 'Il|e irdividutl b not only Pr€p€tEd for 

exrsriratioo bd abo for a r€al lift dlat h€ is alndly Soilg !o fa.! 

in nrure. Thi! is in haniony with ihe ddn nd! oflllc cver gowing 

ard cbalgiDg soci.ty drlt E5tc,s I a n€ccasiiy for an indiidual to 

be well €quipp€d wilh ad tully preparcd io use the sUlls to scquirE 

lslowledSc by hillts€|f. This is c.nfrn€d by Li<strong>tt</strong>lewood (1990: 14) 

whm he srys that if democl<strong>rt</strong>ic sraEs arc to floudsh th€y must 

$de<strong>rt</strong>ske €ducarional n€a$re'r calculated to dcvclop tl|c cipacity

of then citiz€os to think and act as a ftee and self determining 

'ndividu3l. Linlewmd is reftdin8 herc, of course. ro a second or 

foreim tancutee achieve lhis 6rget lt is ver) 

inr;dnc ;o 6nd 'l tbe Natioml Edu.irional Potcv of Pakjstan 

(I.IEPP. 1993/2010: 5l) sves lhis issue its due cm ln that policy il 

is sared tlrar educanoo ar secoodarv school lewl should prcpde lhe 

.tudents Io be quick leaners and easily nzinable ftey should be 

sood Droblem s;lven aDd have exPedene in dealilg wiLh pradical 

problerns and situalions, know theL cornnunit and its problems 

well bai€ exDeriem€ of wo*ing as a team nembers aDd b€ 

accustom.d to'takins an adive role in their own le3mins Tltough 

rhe refer€iE€ h@ tgeneral, yet it is not difficult to cotrcludc lhat 

\rhat appli€s to olher subiects is allo tr@ !o English language 

tachingnearnjrg 

Anolher reason for adopting a leam€Fcenteied approach to 

ELT in seconda'y schools in Sana's is tbat rhis aPproach j! based 

on neeotiadon between teacher afld lemer in the English 

clarsroom. This means a democEdc aBnospheE is establshed n 

it'. rndi')' o*"loo' u fr"I-*p andTeirjr@mnsfem-d 

^ 

t .f,'- "* 

it be sch@ls, which is a pdDar) objeclive of 

educaiion in Yemen. This objecrive is still far fiom b€ing achiev€d 

becsuse what is pmctic€d in schools at pres€nt is a kind of 

dictatorshiD wilh a mask ofdemocmcv Funh€morE, du€ !o fte role 

of eduadon it $e mdon buiding democ€tic ganinq in schmls 

will have iL5 impacr on the social sstilfa' polirlgrl levels lfthe 

school brings up its pupils in the democ;tic practjces, this will 

resu<strong>tt</strong>s in individuals who are self'dependen! creativ€ and acdve 

memben of t}te societl individuals who can face the demd& of 

the rapidly develoPing society. Morcover, the leaden of the n<strong>rt</strong>re 

are amorg tlte children of the Prese who beliele not oDlv it dE 

vatws and principles of denocncy but also b€llave 3nd act in a 

derno$nlic way. In tbis .e8dds Widdo*son (1987: 8) points out th€ 

lirk bet"een the pedagogic level at the school and the political on€ 

"Sometim6 n [the corcepl l€dei{enlerednesl is Pr*ficd 

$ a mn€r of lolitical s wcl a p.d,Sogic pde<strong>tt</strong>le th.t dc 

lmd snould be &ee to d.tedire bis oM languagc 

dcv.lorm<strong>rt</strong> withoul th. @istEj<strong>tt</strong>s idtposed bv Fdagog* 

a(honty. The ore who e.k5 lo acI 4 e asot 4 6 n w 

o!. of. ditalor sking lo foE. $. lanE inb a 6x.d tand

ofhehavnr agaid nis will Thcrc is d obvious sltErion in th. 

ida of adv@v of a k.|M-cent.t d,B ro p.dosoe' 

contribut€s io $. mvcmnr of hl|@ dshs, Bu' tbd€ re 

di6cutri.s. wnih could h. pdd.'n of N to dogtie 

ft should .ot b€ undeFtood dat leamd-cenlered appr@ches 

ove ook tbe teacher. On rhe contrary, th-e tencher-,s supposed to 

aGdile;-tgedter responsibility under the unbrella of leam€rcenteredrBs- 

Hi! iask becomes h€avief lhan ever' Bul and lhis is 

impo<strong>rt</strong>anr he has gaired in mor€ fteedom to act and choo* He is 

supposed to becore a course develop€r, s m ager, a euide, 

langrEge leaminS facilihlor and so oD. He must feel fie€ nom the 

chaiN ofo$ers like the nalerial desigrer or the sch@l $perv'soi 

All these irupiring idea! siand behind the Dden*ing ofthis 

res€ach This snldy is, th€refore, an etron to explorc the possibilitv 

of makiDe use oflhe id€as, suggcstions, and intoEtions sugg€sied 

by tbe lealM-cenered approeh. Tbe ru.arcb $u, m,kes use of 

theory dd praclice, exp€rience and experimdt, obj€ctive and 

subjectiv. iders- Each one of ihese does not @mad;ct lhe othu; 

they aI join to8€thcr to give a medingtul, cohesiYe, and coturcnt 

r.4. THE OBJECTN/ES OF THE STUDY: 

The study.ims ,t the following: 

l. FirdiDg oul if any sigDificdt chanSe taka, plee d a rerdr of , /,/ 

the students' exposurc 10 leamer-centercd teachirg expenence. v 

2. Ass€ssin8 the study groups' reaction to this $T€ ofexp€rieme 

3. ln the light of lhe above two objectives, the studv ams at 

assessirg the fealibiliry of usinS leam€r_ce<strong>tt</strong>ered apProaches to 

English langu.Se le&hing/learning in secondaly schools in 

S@'a {Yetrn). This involves <strong>tt</strong>ree basic qBtions lo be 

p'obed and aruwered: 

a. h therc my significdt cheg€ in the level ofachievement ofihe 

study g.oups 4 a rclult of their exposure to lq<strong>rt</strong>er-cenleEd 

b. Whal is the sMents' resclion to thc leams'centered €xpetiene?

c. WlFt a.e the leamer-centered activities ftal suil the intended 

8.oups 6 a result ofmaterial adaptaiion? 

I.5. THE OPERATIONAL DEFINITIONS 

l. IxarDer

CHAPTER II 

SECONDARY EDUCATION IN YEMEN

CHAPTER TI 

SECONDARY EDUCATION IN YEM EN 

2.1 \TMEN: (HISToRICALBACKGRoIJND) 

Yemen, an Arab coun<strong>rt</strong> h rhe sodhem pa<strong>rt</strong> of<strong>rt</strong>E Ambid 

Poi'sul4 is bouded by Saudi Anbia on th€ mnt! tbe <strong>tn</strong>did 

Ocean on the soutL the Red Sea on the west ad Oman on rhe ea!i. 

Histoncaly, jt h a well-kmwn srare. Its pasr, however, is b.igbter 

thd the role it plays at presenr. Many great civilizatioN ;er€ 

flouisled in Yemen aBorg which ws rle on€ caled Saba (Steba). 

Some hislorians believe r<strong>hr</strong>r Yemen is the mother of all rhe Middle 

E4t civilizations hcluding rhe grcar ptlamohs' civilizado! of rle 

p.esent ES?t. The Phmoh!, some b€lieve had then onsin h 

Yemen \ome srudies so roo rar ro $e bet;et Lhar yenen w;s Lhe 

irhabilrnce of Adan! the 5d man on eanh (At-ShtrEkli. 1984: 

43). " Yemen is the mater of rhe Arabs,' said r.awrence (in At- 

Shnakhi 1984: l8). The Ceeks hew yenen for ils farnou 

civiliz2tion and fiey pmisen ir for its fenite ied. Ihey used ro @ll 

il lhe "Arabia Ieli{', meaning the hatpy Arsbia. ftar is quit€ ri8ht 

because Yeren was fanors for irs geerery, ftoricuthje, and for;ts 

production ofpernme. Shakespede probably used $e rerm Arabia 

lo rcfe. to YenFn in his fsnow lire ..Herc's th€ sne ofrrE blood 

sritl, aI $e Pernme of Arabia wilt nor sweeten this li<strong>tt</strong>te hod. oll 

* oh-(l4acrbeth. t964: 262). The Hoty Book rcfer to yemen by 

tlt nane Sheba as in Ltle 6orpet. o. Saoa- as in the Hoty fu,a a;. 

r nere are l*o chapters n rbe Qua d in which yemen is desc,ibed 

a!â fmile la,]d and of a democELrc peopte. tgna an. Chap 2j 

e4l_ro oD< ot lne hadiuon5 of prcpber Mohebed (pece be 

upM him), the Yemeni peopte aF des$ibed a.....very gen<strong>rt</strong>e 

nened ard [8hl spinted p@pte . He atso said - The hi$ is 

yeme and ure *lsdom is ofyenen dt-But ho<strong>rt</strong>: t54).

Yemen, of cowse, was one of rhe .egios to embnce hlam 

very sly dd pscefitly dd the Yeneris conributed goerously 

and bmvely lo fte spcad of Isld ali arcund the world. Countries 

like Indonsia and Malaysia dd otheB in slnh Asia od Anict 

converied to Islam not by $ar bul by the Yemenj tradeE whose 

hlamic conducl ud cbmcter airacted tlte natives ofthose arcas to 

become Muslims as they e today. Many people of Yemeni orisin 

de stil living iD 6ese comties. (Pakistan Studj€s. l99l: I1). 

Ttuoudout history Yenen rcmained one couay till 1839 

wheD tle Britisl ocar+ien is south€m per ed fo. tle firsr tim 

anificial borders werc crcal,ed and Yemen becme twor South and 

Nonll Si@ th€q $e British nned the Soulh a.d white rhe Nonh 

was ruled by a Yeheni noEch called 1n4d. The sinDtion 

rerm<strong>tn</strong>ed so util 1962 *-hen rh€ Nonh got ri.t of rh€ molmhy 

tluou8h a rcvolulion ed a new repLblican sysreD was esl,bt$hed 

for the fr.s! tim€. lhis revolulior inspi.ed ihe yelMis ir the South 

to rcvolt against the British Finally, in 1967 the South yemd got 

its indeperdence and a social$ srale w6 fosded. The rwo si:ates 

were n€ver happy with e&h o$er and in lr@y tirnes weu ro war. 

Thh conflict cme to an end in 1990 when rhe two pus (me 

logether md ujfied- Now Yemen is one coury wm one 

govement and bs teesrablished irs ow! democraric sysiem. <strong>tt</strong> h 

Eyng_hard lo regam ils pat 8lory. bur ir camot te.p pace will) rhe 

2.2 EDUCATION BEFORE REVOI,UTIONS 

2.2.1. Edrstion B.fore 1962 Revolutioo (No<strong>rt</strong>h) 

Beforc the 26d September RevolLnion in 1962, educatjon in 

s modem shape did nor exi<strong>rt</strong>. fi. or y form ofedu.ariotr that was 

avail.ble was Islamic reachine ed ?//, ,r. rec,Lj& Some o,he. 

Rlared subjecis-did exisl such as AEbic g"nl|B ed inje.rion. 

I ne ofly goar ot eduqbon wa to tc{h DUDils to rcad ed eTile. 

schools in rle form known roday did nor €xisr ChildEn used 

1o study in wbat w6 called *a/are", (religious schools). It was verv 

comon b se ch dren l{:ming udr! rees or even rccks. SE;

q?e of education wa3 not offercd by the governrrent. The *arar€e, 

were s€t up by rhe coDinon people (Al-Silaui. 1984: 42). TIE 

nmb€r of goveriunent schools that werc available wa betwM 2- 

3. Ttey wqe b€$er the the tad&eb in tel6 of educatioMl and 

adrni*tative sladads, syllabi etc. Even lh6e werE far from 

b.irg @Ied shools i. the nodem sense. ftb laiter 0?e of s.lrools 

was tur a !€ry a few prcstigious fanilies oily; lhe bdk of lhe 

mtiol! a a whole, was dep.ived ofthb n8ht. 

2J,2 fdmitior b.Io.. 1963 Revolution fsoutb) 

Tle situlion in lhe South wa nor bener e;ther. From the 

litr of th€ British oclupsrioD of rhe Soulh in 1839 tin rhe 

lndepedence in i967, education was designed ro serve rhe 

@lonists' inter€sts. V€ry few lEnilis Ul€d to have ac6\ @ sucn 

limired <strong>tt</strong>?e of edwation such a the landlords and a few well-to-do 

fanilie as wrs deterDined by dE Brirish CoDtrrissiord (MOE 

1995:18). 

Lr 1944, lhe objeciive of educarion was ljmired onty to the 

eliniratioD of illiieracy at rhe elene lry staae, ard the prepa.alion 

oi cle*s and t,"ists afrs the middle srase O/OE. I 995: I 8). 

Ar was in the Noih Yemeq therc wa sone kind of.€lisiou 

edu.iuon in fie Sou$. Bur .gai,'l rhis w6 con_6n€d only r; rhe 

introducr'on ot Qra'an and S,,rrr. Tle schoots wer€ rerv few 

tud $e teahinS/leemiDg rDore l@ providiDg rhe 

studenls $th some knowledge of English rhar could enable theD to 

k@p i, rouch wi$ the British pssonml especialy in rhe B.itih An 

Forc9 ed thc Navy (MOE: 1995:18). Therc was no Enst;sh 

sylabu in the real neanins of th€ word. rbe va3r Mjo.ity oi lhe 

cnndre, did Dot barc access ro llljs oppo<strong>rt</strong>uiry.

23 EDUCATION AI'TER TIIE REVOLUTIONS 

23.1 Edtrotiotr sft r th€ Revolutior itr thc No<strong>rt</strong>h 

The 26rh Septembe. Revolution in 1962 wa! a landmark in 

the life of*'e Yen€ii! in every resp€ct of lift From the Fldv davs 

of the Revolurion. education was th€ obsession of tie succe$iv€ 

sove'mots. This corcd ws refected in the six objstives of tle 

Revolutio[ lhe third of which was 'tl€ upliffinS of the YenEnj 

p.ople ed@tioely, culturally, eo&micrlly and socialy" The 

new aovednent b.d to *an io<strong>rt</strong> scmtch becaule there wrs no 

€ducatioDal systerq no clear policy, rc;tlt€r cEic'ia or $aq nor 

oy facilities of wbatsoever. 

The new govenvnoi established lhe Minjstry of Education 

in *|e $'|e ye3i thc rcvolution l@k pla@ i.e. 1%2. Tt€ Minjsby of 

Education shouidercd the rcspoBibility of popaga<strong>tn</strong>g lhe concept 

of 6duc6tion amonS the ignorant n6ses. As a rcsult of this ney 

rew priDary schools eere op€ned md $e first secondary school 

was foFrded is lhe yes 1962-63.In th€ year 1964, tbe frst 

EdNatioEl Act eas issued od th€ aiDs and objectives of lhe 

diff..ent educational instinltioB were defined. laer in the y@ 

1975 lhe ftst Educaliodl Policy of the state was ainounced. It 

pinpoinied ft€ principles of education a (l ) th€ D€nodatiztio' of 

Educalion (2) Fr€edom of Educatioq (3) Equdity of EdNalioq 

dd (4) S@jsl Juti@. (MOE: 1995:16) 

The educationd ladder of lhe school syslem of the Norlh 

Yeb€n ws3 defir€d as follows: 

A8e: {6,7,8,9,10,1 l,l2} 

Cl6s:.1, 2, 3,4, 5, 

{12,13,14,15} 

-L!.9- 

Middc 

{t5,16,17-18) 

. l0- 11. 12, 

Speciali.zation staded Som the Second Secondary in which 

the stude s had to choose tojoin eitls th€ saifl.! section u

. A pdall€l system to the Oeneral Education was aho 

i.noduced. Tllis included the vocadonal, th€ lshnical' 

.eligious, corvnetcial, aedcultlral, medical, and lhe tech€r_ 

traiDirg it<strong>rt</strong>itut€s. 

Eoglish was introduced fo. dp firs. line in $e cuniculun- It 

was to be sMied d a s.h@l subject iD wbich be s<strong>hr</strong>d€ nad io 

tak€ five !€riods of English a week. The rnat€rial consilted of one 

tqtb@k \rhose conien! was grBnmar, &ills tud exercise or y. 

Ther! wa! no r€al rcrding or spoken n'aierial or a<strong>tn</strong>l€lnic 

dialogues. Every singl€ iext or dril wB for de purpce of 

practicins sannna. Other skills like listening md sp€akins wen 

unhesd of The pupils' achievemcn! therefore, was very low ed 

whatever \ras ledt at sch@l did not help lhe shdents rn real every 

23.2, Edudlior.ft.r thc Revolulior 6outb) 

The Revolt in the So<strong>tn</strong>h in the South st ded on rhe l4th of 

Octobs in 1963-This forced tho colorust ro leave lhe comFy for 

good in lhe 1967- Edwalion wa! one of th€ prionties of this new 

govet']I@l. hves<strong>tn</strong>€nt in lhis 6eld was encouraged. As a Bult of 

this, the nDb€. of schools incr.lsed. For example, in the yd of 

indep€Ddence (l%6J967) ir de field of SeoeEl edu.atio4 the 

nmbe. of lhe unified schools (primary + middle) was 382 with a 

cap&iry of 61410 studenb aDd 2231 reche's. In $e yeir 198&89 

thc .mb€r of schools gew to ll55.Th€ir crpacity wa! 125326 

snldeIrs and 13023 te.cheB (MOE| 1995.25). 

The school systern in the South was somewhat diffeEnt from 

thst of rhe No<strong>rt</strong>h both i, @nteDt ad f()m The schu sl.s wffi 

ditr EnL a! fieR werc oniy rwo ,rages. the ui6ed slageiprinury 

aDd Diddle) and the sec.rday stages while the stag$ were tlnee in 

ft€ Nonh. Howevea looking at the nuber of ye$s sp€nt in the 

unifi€n $hool vhich was nire y€ars, it is equ.l lo the yers spent in 

lhe fro stags (priDary and Diddle) in thc No<strong>rt</strong>h .As sEb, the

difrerence ;s rath€r anificial The secondary stage was of lbfte 

years just as jt wa! in the Nodll 

Tlq€ were also otber ditrer€nces between the two svstens of 

edEtion, cuiculum beilg os of lh€n In dl€ Sotih t]t€ 

cuniculun was a lileral imitation of the ceic'nun of wlar wa! 

prcviously caled Eslt Germany. The content was 'o'mun!toricnted 

and .odwation was common- 

Eneljsll s in the Nonb was irclLded in thc cLiniculM lt 

ws abo;B $e same allllMt of dtr. Tboush dE teJdb@b and 

the contdt were differ€nt, n€rhods ofteachi4 tha! w@ folowed 

w€re n€ady the $ne. Ib€ l€vel at Enslish became wors. a! 

conDared lo the time when the British were lh€re. It wa3 Y€ry 

cmilor to fnd an ordinary nst of rhe street speiking lbd tot 

writjnel Eislish ben.r tbd thc sch@l p'rpil coul4 b@ac lhe 

formr leiEi Enslish mt fotmlly but ihowh geoujE mnrzct uth 

Brirish people when lhey wee in Yemm Most ofthe leache$. of 

Enslish were Yernenisr oDly a ftw. who came toD differetr Arab 

cou<strong>rt</strong>ries Like Eg/Tl, lraq, S''ria and the Sudaq we.e expatriates. 

Thousb rle soutlt w,s udq lhe British nne, this d;d not make $. 

levet of Englisb thcrc 5try be<strong>tt</strong>er t!!n it was in the Nordr 

2.zl EDUcarroN AFTER ruE RxuNrFIcArIoN (1990) 

F.od tl€ tine oflhe revolulions of $e two Ps<strong>rt</strong>s ofYemeD lhc 

su.cessive sov€rnrnenls m.de a lot of efTotu to rcmiry fie 

origiraly oft c.urry. Tle effons yielded fruit on Ma' 22- 1990 

lhe dale in which lhe two pa<strong>rt</strong>s came ,ogethe. and became one orce 

agsir- Eduqtion was oDe of tbe priorities of ihc Ew oifien 

govedunent who iook upon it! shoulders rh. hard task of 

clmprol'isilg bctec.D lhe two difr.rlor syst€Es ard @Di.a W 

with a new one that nEkes th. b€st of tho nxo. Th€ 6st uified 

EdwatioGl Policy, ideDtified tlte educationat primiPles. B€lou, are 

the oDs relevel lo tbe area ofth€ sludy. 

The belief io lhe unmclfor of Yemetr .nd iL d€mantic

This principle is about democ.acy, which also includes lh€ 

denoclatic praclice in the clEsroom- This is one of lhe PojDis tlat 

this study tries to investigale and find oLn is eff4ts when pt inlo 

ptutice. lfderlocEtic bclBvior i! eDPtasizld in seeral education, 

then ir is nore imponad in English language te&hiIg and leaming 

whjch ssdtially d€ls with tbe lsglEge atd cdhN of Britai4 

A.rErica- Auslralia dd CaEda- which are democ<strong>rt</strong>ic.alio6- 

The coNioB op.Dftss ao the iDtematioDl cult|Ic 8rd to 

th. otb€r civilbtioE .! ahb ii c@id.rcd r <strong>tn</strong>rc 

.mbodimeot of rhe valms of fr€edoE, jultice, .quali9, pe.ce 

lnd communicltion with oth€N. 

The openftss to the intemational cultues implis <strong>tn</strong>al this 

can b€ ltirough a mediwn, whici ;s, ofcourse, the languAe- At lhe 

iine this Educational Policy was issued, English d an ifte@tional 

la!$iase, had alrsdy been srabiisbed all over $e world" To 

&hieve this laryel the n€w government sra<strong>rt</strong>ed lo pay mor€ 

a<strong>tt</strong>eriior to EnSlisi language teachjng dd ledirg in schools. Tbe 

first step was to Diry <strong>tn</strong>e English syllabB. So, jut d in the case of 

<strong>tn</strong>e other subjets, the two ditrerent syllabi wer€ inregmled to 

becom€ one. Bul these we.e already old od needed to be r€placed. 

Hence, the idea of a rew t@hing mrerial wB irEodued. The 

name of tlE rew ienbook is C.es.ent English Cotse for yedeathis 

cose was a.nraly in Be ir lhe Gufcoutries. Il was adapted 

to suit rhe Yemeni situation; t<strong>hr</strong>t is why it is Siven the nane 

Itdish for veneL The cose oNists of two book: the Pupil's 

book ard lhe Wo.kbook. Mey specialisb cosider thjs coNe as a 

good improvem€fi WoD the old one. 

Ano$er principle ofr€levance ro lhe to?ic in hand is: 

Tie conpreh.Biv. and itrfesr<strong>rt</strong>ive edu$tior ot th. 

iDdividurl ii consid..ed fundid|ellil ao tb. conDreheBive 

d.velop@cot of the st ae snd ine $ciety. 

'nte above prirciple emphaliz€s dlat education must be 

comprcheBive and integEted Ttis ;s one of$€ elements sbessed 

by the lemercenided appro&b in wbich the laguage leamels

peFonality should be lreated a a whole nol only hjs intellecnral 

aspects but also hjs psychological, physical, moral dd $cial 

aspe.ts. Lrnguge leeirs should also b€ looked at ,! holistic. So 

the ide! that leamin8 is mllst bc hofistic is not peculid only to 

language learnine rather it includes the wlole field of education. It 

is very iDteBtinS to fid tbat the Vice C<strong>hr</strong>ncelor of the 

Univeniay of Sindb coryneNes the fnt s€nteme of his book on 

Edrcation arcl Teacha Urcatiou ir Pah;rla, with tle eDpbasis on 

lhis lery cffc€pt of education inieSrity. He says, 

Modm .ducaio6 e idccned in th€ rhol.loE. of 

&Elo}@l of rbe L..M r Frsoaliq, TlEy a€ tuI satis6.d 

wirh ,lft i ele.Ml !{e1 of rh€ Laf<strong>tt</strong> EltF rhey e 

@emed atout <strong>tt</strong>E h.|m.bB d.EbPlE r of tlE pbBirl 

ft d" ecidl ad mral asp.ck of rlF lcoro" (Sh4 ( A. 

1999i l). 

Teachhg is considered as borh profession rnd mission; the teacher 

is the ctreFtom of the botll Th€ linls betw@ 0'€ tleorcti.d.rd 

pecti..l aspe* of edEation are lo b€ given Inorc emphasis. Selflerrrirg 

md rccultuntiotr is rn imporcmt t@l to the 

corliruiDg eduqtioD. 

ftis pnnciple may not b€ in hannony with th€ idea dlal rhe 

lea@r is rle nrost ihporrrnr eietmr in tle icachirs/eiming 

p.ocess b€aBe the emphasjs herc is mr on the leamer but mrher 

on !t€ teachs. gow€ver, th@ is a norion herc of selfJedinr 

dd a.cultrrarion a e irnlDnanr rml to a conrinuous edu.arion: 

Thjs last point is very imfDrrst iD the t.5'u-c!niered appr@b 

where the leame. is rcquiied to depend on himself so rhat he ce 

fa@ problens ard solve th€D Thc ide of trainirg leaaer ro lsm 

is thu cDpbasiztd ir this edu@tioMl policy oflhe uified Y€|]E 

Th. lcamers' r€€d! ad th. stisfrctioE of th€e Deeds 

sld tbe dk ovoribg of th. potentirls of the lsrD€rs ,nd 

their aptitu.l6, ill this i! coi|!'idered m hnpo<strong>rt</strong>adt lou.ce 

lor Ihe illpwen.la of aochirg rDd le|r!i!&

The stress on the reeds of lhe leamec and ihen satisfacdon 

and tho discovery oftie leamer's pote'tiats are euplasized bere as 

they de eiv€n priority in lemFcenter€d approacbes. It s@m as 

if theF ; a co|tlm, goud th6t Englsh LrgEge l.diDg sbdB 

with otlle <strong>tt</strong>?€! ofleamin& 

Tbe abov. id€as contained in th€ Ed@tional Policy ft very 

dbitio6. Bln the questjon that can be asked tui how Euch la! 

been achieved so <strong>hr</strong> sime the reunificatior of Yenen? The dw€r 

is soi0ewhal disppointiDs bec.aurc it is srv mrc $an tm )t:ts 

that have passed since the rcunificarion and the ed@tioml 

situatioa in Da<strong>rt</strong>icular i! ltill the sd€ ifnot woFe l}an €ver befor.. 

The possible jBtification for dtj! misma&h befreen the objectives 

ard rcdiry i5 $at eiiler dE objectivB e too asbitious to achie!€ 

o. th.re is a lack ofseriousness on the pan ofthose who set then up 

o, those who @ in Lhe Dosition of de.isid-rolino ll could also be 

due ro dle lack ot a6reGss 6f *hat r6-bi;i;o."!o Fo, rlle 

res€€Ich€r. all th€ above rcasons have a hand in lhis itretrectiveness. 

'fte d;trerent edeatioMl systern3 that were nncdon before $e 

.eunification have left their eff€ct rlso. Of cows€ if this 

irefetiveness is trE !o the €ducation syste4 then one can easily 

corclude lnat Englsh languse teacbnsnezming is Do exception. 

,.5 DIIT|CULIIES IN THE WAY Oi Tf,E EDUCATIONAI SYSTEM 

The Minist y of EdrEalion h6 f&ed ! nmbe. of ditrculdes 

i. merging two difrddt slst€6 of edwstjor rhlt wcre ,n use 

beforc the reunificatior. Thjs is natural because the h{o poljrical 

systems lhat were fJrctioning beforc the ltsfication were 

couplelely ditr€Bi. fte folowirg N ene of tl6e diff€:rEe€s: 

Ditrere,ces in th€ educational laddef 

_ DmercDc€s itr cwicda (irctuding ELT) 

_ Diffemes id systems of eval@rion 

_ Ditr@uces jn lhe rul.s and regulatioB t}at goveB rhe syslem. 

_ Ditrerdces in he philosophy of education 

_ Problm ofEdnaibdon ofthe elE3tion l c.adre.

The Ministry of education of the mified 

besl to reDove lhes diff'ereD@s ard solve the problems. Tie 6rst 

step was to uiry dE educstioMl ladder. The new ladder appea6 as 

l.Th. PGb.sic Fiuotion Saig.. 'Ihjs iDcludd both ^€ry and 

kinderga<strong>rt</strong>o Th€ cnnd is adni<strong>tt</strong>ed in th€ s.h@l at the age of thEe 

and stsys Ihqe util ihe age ofsix. 

2.The Bric f.du@tior Sarge. This stage includes whal was 

p.eviowly called the Diddle staSe and pan of high or secondary 

stage. In othd word!, it comists ofclasses fiom I io IX. The student 

joins the primry stage at the ag. of $( (ir Palisrar at th€ age of 

five) and spends nine yeais at this stage (basic eduarion). 

Fducation at this slaAe is crnpulsory aod 6 e!. 

3,The Secod.ry S.rge: Th€ secondary school system ha3 

t€@iEd ,s it was b€turc the rcwific5do,) except h let6 of the 

content of the syllabi and the Mbe. of school subjectr. Mosr the 

subjects that were studied in rhe Nonh de r€inrroduced as dEy are 

in hamony wilh the geneml educalional policy of the new 

govet'llml- Ile s@oDdlry stage is a lerminal ong and afier tha! 

the si.dent cm move to the university or higher education. In this 

secondary stage the stldo! spmds t<strong>hr</strong>ee years. ID th€ fiFt 

se@ndary class he studies g@r!l subj€cls of both $ieme and 

h@aritjes. It is or y fiom sond $condary clais€s (rhe largeted 

group of this study) that specializatior begiro. Tbe student hls ro 

cboose between two min options, eieE and a<strong>rt</strong>s Gen€El). This 

stage is abo nee, yet it is no mE cornpdsory. 

Comirg lo English €ducation h yema! oDe can say rlEr 

E Slish tr6 irblduced s a subj€ct ad th€ stldor's 6$t coniact 

with it i, fton class rylll of what is now caled baic school <strong>rt</strong> 

dtiru.s to b€ studjed as a subj@r rill the fEl y@ of rhe 

second!.y school. It is allotred fir€ p€nods a weelc Engjsh 

ed@lion i! one of the a.eas $ar N gjv€D norc anstior. AD 

intensive €view of the existing texrboob was undenake4 which 

finally led to tbeir Eplacemerr by rew @s. Another advantage of 

English over olher subjecrs is in the field oft ainine. Many Enslish 

l4chers in the past few y€N werc lucky mwh io bave sore

tdnin8 in Britab or locally by sood experls. This happened in 

c@DeEtion wilh dE B;tish CouFil and th€ An€rican C€nter. 

Such bainins produced nost of schools irBpecto6 and a nwnb€r of 

ver/ good leachen of Engfisn However, due to Dany €conomjc 

ad s@ial c.ises, tle total potential ofthis expe<strong>rt</strong>ise h.s not been 

firly utilird- 

2.6 SECONDARY EDUCATION IN YEII,IEN 

Some elaboraiior of the secondary sch@l slsld in 

panicuiar h N.den b@use it is thjs section that th€ le,se€rch sndy 

deals fith. As a ma<strong>tt</strong>er of hcl s€condary education in ih modem 

forD b€gan jBt aner fte two Evolutions in both the pais of Ye.ffir 

(1962 & 1963). This is a v€ry lare date as conpred wirh some 

oths Muslin or Arab car$es. In Pakjlt r, fq exmple, 

sccoidary s.hool eduelion sta<strong>rt</strong>ed in th€ year 1854 (Chaudrnary. 

1995:58). 

Before dle remificatioa the duarion of Secondafy School 

Education wa difrerent in both pans of Yden. While it was rluee 

ye4 in the Nonh, it wa fou yca$ in rhe Soul}! .s ir is in Pakisian 

at prcsent. After rh€ r€uifietjoq both prcvios sysrcns nerg€d 

and became one. So the cu[enl pqiod of secondary schoolire ha! 

be@me drE ye{rs aner lhe basic education srage. Sp€riati?ation 

sbns Aom Seond Secondary where rh€ studenl is fiee lo ch@se 

eith6 scien@ or a<strong>rt</strong>s or any olher rech cal or vo.ationat 

altemlives. However, rh€ two main sections e ihe science stion 

ard the liteBr) om. whiclt rbe Dajoriry of the studeds join. 

The Folowing diagre shows the posilion of the second4ry 

slage iD lhe sch@l ladder 

r2)A5E7,6,8,9 10, tr, 12 

<strong>tt</strong>,t2

2.6.1 S.condrry school curriculutD 

The new cuniculrm cosisb ofthe followins subj4b as per 

FiNt gride. Here the siudents study senelal subject!, a 

BixhG of siqce aDd liteEry @Inponeds. EryIish is iel'dd as a 

subject and the srudenb ar€ exposed to it fo. five pqiods a weL 

Tbjs grade ha3 iB orrn English teachins b.rsi4 wlllch cosists of 

! ourse book 8nd a wo*book 

Sacond Secord.ry Grade, ln lhis grade the following subjects ar€ 

pNibe!: MatlEDancs, PhFics, ChdjlFy, Biolory, Owoo, 

Islanid\ Atzbic od EnSlish. So Engiish is studied as a subject. 

TIle l,extbook p.esclibed for this gade is comon for botb science 

and lilemry sectio6. It is up to tbe aeacher 1o ch@se tbe .ight topic 

Thi.d SeoDdlry Grade. Tle students herc study the same 

subjects dEt @ presc.ib€d for dE seod gEde. Bul, ofcourse th€ 

lev.i ofdimcdry is higher ed rhe lcope ofthe co'h! is wjder. 

B. LiteE.y SelioD: 

Seod Secondrry Literary crrde. In tHs 8rade, the following 

subj@l.s are p<strong>rt</strong>JuiMr Iskniat, Qura'@, Aabic, Englisb, 

HBtory, Gmgnphy, E oooDis, So.iolo8/, od Sladsrics. 

Third S.condrry Litenry crid.. Herc rhe sarne subjects llBt e 

p<strong>tt</strong>sibed for dF se.ffd gmde in addition ro r<strong>hr</strong>c€ orher D@ 

subjec$. Tley are: r,ogic. Pblosophy. aJd Psycholos .

The Edglfuh Course 

The English cous€ consists of two lextbook, the pupil's 

book and tbe workboolL Facb grade b3s il! own terdbooks- Before 

thc nEification therc us.d to be seD@te textboolB for dE Scicnc€ 

an t Litenry s.ctios. Now thw i! only N t.xtboot for lhe bolh 

sectio6, However, there arc ceftlin topics that arc specific 1o the 

Scierp€ Seclion while tbere are otlE6 1bal arc neat olly for thc 

LiteEtf Sectior The currcnt textbook of English is a ne{, one and 

ws adopted for the ftst rim in 1999. The new t€achitrg bllerial 

has many advantag€s over lhe previoB one though it is not an ideal 

o!.. The following are em of il! advanbges over the previous 

l lts oveHll layoul ircludj.g appsrance and covu is h<strong>tt</strong>er d 

cornpared with the pr€viou one. 

2. The insid€ topi6 and illBFariors ae nor€ authenlic. 

3. Unlike the old, this new textbook conlains cololed p;ctEes 

and illustratiois. which rEkes it morc a<strong>tt</strong>ractive. 

4. The leming activities m prEs.nred in a veiety of ways. 

5. Matry leaher€ntcrcd activities a.e iDtodmen swh s puzl.s, 

p.oblem solving and other demanding tbinking activities. 

6. lt gives a bdanced weigbt ro both usage and use. 

7. G|"lrrl@. itself. is idrodu@d !o sere lse @d conmunicatior 

8- lt makes tl3c ofsitualions that are to sore €xtenl ftmiliar to the 

9.It pr€sent5, to th€ leamer, the.eal world outside the sltifcial classroom, 

lo.lt does nol overlook lhe target

l8.The fou skjlls al€ stressed equly. 

However, it has also some disadva<strong>tt</strong>ages: 

l lt does not r€ftcct the Yemeni cultw. as it should be 

2.ftie Y€rDeni oitia i not prescnted in a digDified namet He js shom as a 

person oflow dr€dB and ambitions. For example,lhe Yeme.i smbitiors de 

viewed as a fish€'rra or a beetEp€r and the [te. In additio!, too mlch focus 

is laid on topica that ar€ ofa dispdable ard ofse$itive nature to the YerEnis 

seb 6 w()j@! toEisrn and gamE!. ln tbe 'reader'there is too much emPhais 

on historical characlers and scientists from other nations cleady overlookiDg 

tlose ffom Yemea AEb or Muslim world- 

3.lr des not have o an ched didionary as does lhe pEvioG ore. 

4.Though th€re ;s sre E€atDe ofthinkilg activitier, yel this is 

nor enoush Tlilkins activities sho'nd be increased and varjed. 

This is a brief and a g€neml evalution oflhe rew te..hing 

couse ofE glish ldguage. Th€ ncw iextbooks e€ g€Derally bc<strong>tt</strong>er 

than the older one. It includes rnorc leame.{enler€d t}?es of 

activitjes. Wlut is nelded n s good tercber havirg a leff|er- 

2.6.2 Tesching Methodolosf st Secondsry Level 

Beforc the rcmfication lhe t€aching methods in schools werc 

tea.heFce<strong>rt</strong>er€d md Dderial-centered. The teacler used to depend 

on what the Ministry presoibed without quqtioning whethEr thjs 

suit d his l@bets or not wiether th€y liked it or mt whefi€r he 

himelf w4 satisfied with it or not. ]}le teacheB ofsll subjecb had 

to folow ca<strong>rt</strong>ain sreps iD tsichinS a lesson. Su.h sieps ec the 

prcpaEtion or lead-i& the prcscntdioq the lracti@ and Ihe 

evatuation staSe -So tu as tbase t€aching st€p6 vere fo owed; tlF 

lesson was hken for granted to be undeNtood by the leame$. The 

role of the sMent was liBjted !o srswu the qBtioB posed by the 

teache. of which rha w;nen in rhe stud€nrs' 

notebooks. Writing and rqdirg we.e the twcdomiMt skills for all

subjecls and with all teache.s. There wa! no role for 

ne'rber on the pan oI the le4her nor th,I of tle le€lr6. 

ry6 ofmetbods wec followed alrnosl by all ieacbs. 

English leaching merhodolos/ did not ditrer much aom that 

of othq subjects. Howeve., English lerchjng mtlods llar w@ 

folowed in Yemeni schools es?€cially in the NodI were subject lo 

assesst!€nt and rcrsressn€Dt Thjs llappeled by <strong>tt</strong>e cropention 

betw€en th€ Cenbal bspecrola1e and sof,€ British expens under rhe 

aulpice, of tbe Bridsb CourEil in Sara'a" The result ofth€se efor.s 

was th€ introduction ofa nw tcaching manial in <strong>tt</strong>le beeifi<strong>tn</strong>g of 

fte r980s. The nalne of lhe Dew !€t of lextbook was E Slrr, /ot 

yenen. With rhE introdEtion of ile new t@hiry roierial sorne 

irnowtjon in lh€ teaching Detiods vore introdu.f,d- L orhu 

words, teaching material nftessibted some chlge in tlte lesching 

nethods. For the tust time lhe "conrxunioative colcept oflanguage 

te-aching' 16 int odrced. This was done by including semiaulhdlic 

djalogu€s i, the tenbooks dd ere reading passages 

about everyday life were introduced. Irutead of one <strong>tn</strong>e of 

qEstionir& two rnorE other t'"€s weE also pMten &d the.se 

werc rcf@ntial and infercntial qucsliotr. Corceming the reachiDg 

steps one more stage was recomlrended and $at was th€ 

prcduclion slage. '[ris \,ras anoth€r improvem€nt in th€ t€achirg 

tretMolos/ of Engfilh lansuae. The dinins iype of *ercis 

wa given l€ss emphas;s thd it was done some yea6 back. 

T@slation was also niDimized if not forbidd€D by the sylabus 

dest$er But iachers did not stick to this and tley used to rcw<strong>rt</strong> to 

the old habits of &iling aDd taaladon into Arabic. However, ill 

the eyes of some l@hers ud school supflisore, ihe inrroduction 

ofth€ changes wd a slcp forward towards mrc iFproverDcnt in 

tbe nethodolory ofEnglish ldSu.ge taching. 

The Gw sy abu! lse 2.6.1 above] that;s curently in Ne 

requir€.! lhat some new t.achirg reclnique! be inrod@ed be€ure 

it requires lss teacher domination and nore sndents' Da<strong>rt</strong>iciDarion. 

Repetitioo ain teaber is alDosr foreonen bequse is cocsidNd d 

iDeffetil€ mechaical tsbniqu. Morc crcative leaming is 

demanded on tle pa<strong>rt</strong> of tbe studenr. That Bed to be isson srages 

llead-i\ pBotatioa pEctic€ ard evaluationl mish mr be

appropdate wilh the new &tivities of the new ndenal. Some 

flenbilry on th€ parr of the le3cher is reeded.Ir other words, ie 

has nor to follow these stages slrictly on the cost ofnor€ etrective 

ard producnve activities. Previously m bd8M $€s giv€r lo th. 

foE skills of sleakin8, list€ning, reldins snd *Titing. Now, the rew 

tschiDg €nbools require some so<strong>rt</strong> of iDlegEtion of these skils. 

Howerer, teacheN hardly lly to integraae the four skils b@Ee 

lhey N not taiDcd or Etier qre not awdc of this iecbnique. Some 

place is given !o the leaEer whcrc he is requir€d to thbk ed 

pa<strong>rt</strong>icipate i. dE lalguage a.tivities io the class|l)im Bu the 

t@he$ still p€Isisi on th€n oh ways of teaching and are not 

wilins !o sive up those old faditioN ofremaini,S the Eir 6sue 

in &e d.ssMm and the l.mer is Der€ly a rE ipient and follower. 

Tllis Dy epiair the iDeF€ctiveness of Erlglish lansuse l.minS 

2.63 Evaluation System in S€condrry Schools 

Evaluatioq in seneml. and of English latauase leamjns in 

panicdar, js an iudisperuabl€ coDponent of dy educational 

system. It ;s droush evaluation i\at the objectives re judged for 

$en suac€ss or failuc. In th€ li8ht of eEluatio& educatiolal 

proj€cts ar€ either rcconnended or rcjecred. Many educationd 

sho<strong>rt</strong>comings are caBen by bad or Bons e'alutjve xoeirs. Many 

of thes. shoncomings cd be avoided ;f morc tl@ ore m€ars of 

evaluation @ adopted. 

In Y€nca as in Pakisraa examinalion is the doni.an! ifnot 

lhe sole t@l of eraluatior. Oiler toots @ re panicula<strong>rt</strong>y in 

schools due to indme.enc€. md lack of seriouness and awareress 

on tb€ pan of ieaclEB ed leam6 and em odM educ<strong>rt</strong>ionat 

aLdnodries. Tte p<strong>tt</strong>sr situEon in Yel]B is LiLe fii! 

Tter€ arc two typ€s of effiiElionr. Interul (school-bed) 

ard Enernal (@DFaliz€d). Fi.st and Second Se.lDday Classes 

(x+Xl) aJe g;ven internal e)mimtions usully prepaEd by th€ 

t*her of the subj@t. The dws b@k &e ]@ked our of 6flo.

The remainiig narks are divided into two Pansi 20 ndks N gven 

to the mid-term exa<strong>tn</strong>imtion ard the other 20 are assiSted to the 

other aclivilies done by the student which include acive 

pa<strong>rt</strong>icipation ir the clasrcon aotiviti6, gmd dis.;plire dd ihe 

tit€. Accordiry ro fiis, the emination Dakes up lhe tohl of 80% 

oftbe Erls, which shows tbat ii i5 the domin nt oE Tb€ PEblem 

is tial the renaining 20, which are assiged for other activiti€s, are 

not respected. Tltey are rarher xnisused by ile !$cber ald 

sometimes .ven by the school authoriti€s and lhey re l'ardly 

indicative of €ilhd lh. &hievem€nr m tht b€hlvio. of tbe studenl. 

For exarnple, th€ good snrded who does mt r$ke good contact 

with le3cher Dy get fteer ma*s lha'l Ie &tEIy de'*rv6 and tF 

vict veM. Some people complain oflhe sam probleD h Pakjsian. 

It is class Xll that tak€s its exmiDdion extemally. This is 

bsauc it is th€ termiial class .ter which t'h. sMerd wi[ bc 

eranted the Seconda.y School Cenifi€te. Thcreforc, this is 

considered of a paramout impo<strong>rt</strong>arce. It is the Miristry of 

Educalion (MOE) in the capiral ciry Sana'a that conducts lhe 

ex{nimtioL TI|e proc€ss ofconecting dd narkjtg is also done it) 

lhe capital. The iop ten students ftom each section (hemry or 

scierce) @ identified dd tbo @oured ofrciauy. Thos top ien 

are usLrally given scholarships b snrdy abroad. Tl€ r$t of studcnls 

who pass the exarnination have to perfom the Bilitary, or tsching 

duly according to dr€ nark scored by then 

t-ooking at lhe m<strong>tt</strong>r€ and fin don of the exmiMtion in 

Y€meq oE @ obvioBly se€ $at it is @inly th. wi<strong>tt</strong>en O?€ ody 

with the sole objective of trasuing the int€ll€ctual a<strong>tt</strong>aiment of 

the pupil. Even this, it is confned to Bea3uring only one alp€ct aDd 

thal is memrization. It frlls sho<strong>rt</strong> of measuring other norc 

imporri<strong>rt</strong> dpars like inrellg€rc!, motivatio4 irl@! future 

orienhtioq lMul ability, c.eativity md the likc. EmiMtior of 

thi! type is based on the pr$ciben sylabus, ebjch d@s mr 

provide fo. the needs of the sfirdent! and rhe requi.erents offte 

society. It ercourages rote l€aming rDotrotory, leh cnaile, 

ch@ting od mny other forll)s of ml-p|lclicin& E glish 

cxdiBtid is m exceptior

To make examination more effective and comprchensive, 

nersues have be€t takeD to Asign 20% of $e ma*s of eacb 

subjet to 0E yea. worlc This siep, though good by itself, d@s not 

make the situ.tion dy be<strong>tt</strong>€r for two reasons Fi6dy, th€ 20% 

itself is not enoueh. Secondly, the authonnes of the schools misuse 

ir As a na<strong>tt</strong>er of hct dis systes becrct a tool fd doing injuslice 

10 th€ le3rM s it qsy now not oniy for lhe l€acher but also fo. the 

sch@l authority to favor auy one at th€ cost of a most dMing 

one. lt is in[eresting 10 lmd a sin'ild situaiion in Patrstan. The 

diftretue is that in dl€ c.se of Pakistan 25olo isteld of 2elo ;! 

sivcn for lhe y.a. @ord (Repon.l23-125). ObviotEly, the 25% is 

b€<strong>tt</strong>er lhougb stil mt e id€al one. But whal is pmctic€d now in 

schools is a kind of two tpes of examinarion; one is in the termmid 

rrd l})e ot|er is in th€ end ol tle year. Eah cuies 50ry0 of the 

Evaluation of English langurge leaming in schools is alrnost 

tI€ sare as of any oller sub.jecl with tb€ exc€ption tbt insterd of 

Ambic the questiotr m in EiSlkl! dd lhe studmts have to llse 

Engljsh ln Seoond Secondary Exanimtion, the q"'estion paper is 

narked out of 60%. The resainirg 40% is divided b€tw@r mid 

yeerly examin tjon and |he y@ work. Gemnlly, the l6t D6u!s 

the Smtical abilines of the leam€s. TheG @, of couse, other 

tlpes of questioE dlat app@ndy mt me3<strong>rt</strong> to tesl gra|'trl r lik€ 

lhose L\t m€alue clmpreheDsior However, t}€y also nuns to 

m$sore grarnmar aff snu.t'B. 

To bring thi, chaptq to its en4 a comparison night be 

belptul to sor|e prospective udels betwe€n $an$ of English it 

Pakistar and that of Yemen. In Pakista4 it is a lona lime sirce 

Englisb wss introd@d. Il goes back to the time lhe British 

occupalion ofthe whole subconrine when it wa made the ofrcisl 

lrrguage. D!€ io this long history atrd to the facr iha! it w6 th€ 

oflicial languag€ of lhe subcontineD! it becomes dimcult to 

@Bpde its stahs between the two count ies. In Ytr!, Even now, 

Endisl is tauehl6 a fo€ign langulge whil€ in Pakstan it is taught 

as a so brguage and this Dal(es a r€al diFel€@. In Pakistan, 

English is used in lhe gov€rnm€nt ofrces, couns, and the 

puliamnt. ft is the nedium of instrwtion in most U v€Eities and 

priBte ed@tioDai instiMioN. TheE arc nuny daily Dewspap€n

tha! are issued in Enelish; sorne TV ed mdio programs are in 

Etrgfish. Iiws &d Egulations ar€ qritieD in EDglisL AI this aDd 

inany other things @ lackirg in the cd€ of Yemen and henc€ the 

stadard mul be beyond coxopariloL Howevd, the status of 

English N in Pakjl<strong>tn</strong> shodd not be exaggemted. Only a $nall 

trMb€r of th€ p.ople @ us€ il cmfo<strong>rt</strong> bly. This is also trE of ihe 

stud€nts who are sqposed to be very good at the <strong>hr</strong>grage. But 

tbft i! an excule for this ed thd the Pakistsli snrdeit is ove. 

loaded with a Nmber of lansuagcs. B€sidcs his Mlir€ brs@ge, he 

has io study th€ mtionai langu.gp, which is UrdL IbeD he is 

required to le3m English srd pdhaps som. othe. l&guSs lik€ the 

PeBi6 ald AFbic. Tbis b a disdvadag€ for th€ PakishDi student 

and no doubt this afre.rs his overall achievement includirg 

competeDce ;n Enslirh. Tbjs disadvantage, however, is 

@mp€nsaled by the opponwity to listeq @d ad sometin€s ereD 

sp€ak Englisb, the sibation lo which tb€ Yermd students bave no 

1. 

$v\'

CHAPTER III 

REVIEW OF RELATED LIIERATT'R.E 

" Troc loowled8.' PLto rrgu.q nEt bc wi<strong>rt</strong>h u! rU .Dd 

lc.rdog crDrbb |oldy of ditcor|Grilg ltd w.l<strong>rt</strong> dy

CHAPTER III 

REVIEW OF RELATED LITERATUR-E 

3.1 LEARNER-Cf,NTRf,DNESS G4IN ELT 

Althoueb of lemeFcenteredres, (LC) is an old concept, 'r is 

o<strong>tn</strong>y rcoently tbat n ha ac4uiEd a new si8ni6@e and a wide 

4ceptsnc€. As a nafter of hcr, thjs con@pt dra*s tpon a numbe. 

of tlpories and makes use of difisent ide.r, somc of wbich dlte 

back lo the Greek era. However lsmer-c€nteredness as d 

approach to ELT is an invenrior of tbe secord half of the 206 

6tury, prclisely the scvmties CNlbaD: 1989a). 

3.1.1 Ililrori6l .rd Theorericrl Dev.lopDenl of LC. 

There are many th€des $at have mntributed to the 

developmenl the le3mer-centeEn approach su.i ,s th€ humanisdc 

menlal discipline th€ory, the inieractive lh@ry ed the cognitive 

tbeory. tron the frst cones lhe ide, tbat the hind of the stude<strong>rt</strong> 

shotdd be tained to slve p.oblemr of aI ldnds. Ihis idea fom a 

ve4, imgorhDt conpomd in tlE le@-crnts€d approach. The 

concept of mental dhcipline har iB r6ts extending ido antiquity, 

yet ils rDanifestations oontinue to b€ evident in the present'day 

school pmclicls. In the fouth century BC Plato thought tltal mental 

tliniog or djscipline iD ml}Ft<strong>rt</strong>ics ald philsophy $€! a Ftson's 

best p.€pdErion for paniciparion in rhe condu.t of rh€ public 

afrairs. On@ t".ined by having hi! mind developed a p€sor was to 

solve problems of all kinds. Aristotle, who followed Plato, 

de$riH al l6t five diff€EDt hculties. Tbe greatest and the one

Mio@ ro humn bens sas /e4ro". Lower anjroh shate ft o$er 

ftur. lL i" oriy h-;b.'ss who cluld re6oD (Big8e & Sbemis 

199225). 

'nEorv of humaniu forms thc bulk or th€ 

,,approach. lt i! an oudook dd way of life tEt 

/ hurnan inter€sls and vales. It ha! at least tlEe 

V hunanisn enst€ntialisl, hlll]@isln and scie<strong>rt</strong>ifio h 

ClNical hunanjsm stehs tom ancient Greek tb€orv of 

mental disiplin€. lt op€mtes o. the assmption that th. Dind of 

humd beings is an lctive agent in relation to ils €t ironmeii dd 

$at is also moratly reutral at bi<strong>rt</strong>h- Exislentialist hunoirm 

emphasizes the aulonomous activc nature of hman beings within 

each persd 'A pcrn tba! docs hi! om ih;!Es'. Iftjs tvPe of 

hunanjsm includ€s self-actualization psycholos/ of l@ing 

Scienrific hunanilm enpbasiza the eDbd.erent of hm,n 

welfe tlnough lhe appli@tion of scienlific process to the solution 

of the prevailing sooiai probleslg of huMn beinS!. ft s kind of 

hurnanjsn hlmonias best with cognitive inienction Psycholo$/ 

(Bigge & Sh€mis. 1992: 25). 

Cldsical hmanisn enersed at the close of the middle 

ages, duing the Renaissance. lt emerged as an endcavor of pmple 

lo Aain more urderstanding of the uive|se and themelves. 

Classical hlllrEists believed $at hunan beings Ethu than the 

Scripnre i.e., Gosp€l were lo b. the sia<strong>rt</strong>i's poiht in satisryine 

humaniry's urse lowards individual developE€ . To gain 

unde$tdding of the ideal mtue of humal bcin$, htmtanistic 

schola$ tmed !o the cllssi.s ofthe ancient Cteece a Ron€. nle 

resultins cldsical hlll]Bisn of the Renaissan@ wa! developed on 

lhe assumption that a reutsl-&tiv€ rarioral dibj wbose dn€dion 

of grc*th wa! lo bc provid€d iom wirhh not by yielding to dE 

bel$t of every cbrnc€ iryuls€, bd by following pdmiPlB tlat e 

individual formulaied for guidancc, coDsking of hamodou! 

developnor of a[ peren's irher€nt pow6 so tbal no on€ hculty 

was overdeveloped at the experue of others (Bigge & Shemis. 

1992: 25-26).

Withh claslical h$tuism, the Socmtic nethod of teachjng 

was a populd proc€iur€; a teacheis job wa! to help sndots 

recogni4 what already was in th€if minds; envnotuncntal infl€nce 

wa! collsidsed of litde consequem€. Thc Socntic metbod imptie, 

<strong>tt</strong>'at the l.acher has no kmwl€dge or, d least professes to irnp.<strong>rt</strong> 

no informatioi: inste-ad. h€ seelc to dran infonnation iom his 

students by mears of skilltuIy dirccled $eslions. 'Ihe method is 

prEdieaed on the priDcipl€ that howl€dg€ is inbom bl' u,e cmol 

recal it wilhoul en expen help @isse & Shemis. 192:25-26). 

Th€ classical hMism rsasserled itself in the twentieth 

cer'h!y. Tmditional-ly, cl.ssjcal h]ll]ai<strong>rt</strong>s have beeD lrore 

intercsted in FrfectiDg the minds of tlE few superio. individuals 

tbo in elevaling the intelig€noe of hurnrn kind as a wholc. 

Accordingly, some twentieth cen<strong>tn</strong>y clarsicll h'-rDanists havc 

anemp€d to rcpudiate ihe iDtell@tual lsdeFhip of Etional and 

social sciernisE in lhe aflair of life and reven to trzditional 

phncoplcls as repBsled by Ph0o, Arinotle and the Dedbeval 

scholastics. Adle., one of the leading Mentieth ceituty classical 

nuxoa sls, ss tlat th€ prim.ry cius€ of genuine leEmins is $e 

activiry of dE leaft.'! own Dind. Somelimes thii happens with rh. 

help of the teacher nDorioning as a secondary ard coopmtive 

cause (Bis8€ & Shemis. I 992: 26) 

A morc recent dev€lopnent in humanism is the existeitialist 

hurDanisrl It also holds thlr huD., beings sre sood and active tbe 

essence or a hunan b€in8 lies wirhin ftar peBon's conscioB setf: 

each person alone is deemed su$cierr for every situarioD. Ore's 

ftEe nowirg enodonal fe€lings, rct one's inrellcctual rhoughts rhar 

are lalen to be rh€ 6nal aurhodiy for rurh. Henci. a FBon aniv€s 

ai a de.ision on all issues in nccordatre wiih th€ way that a Derson 

fe€ls and is cooplcrely c!trfdsr of beirS ris<strong>hr</strong> (Bisee & S,henis. 

t992:331. 

From th€ exisre<strong>rt</strong>ialit humanism the corrceDrs of needs. 

feelings. inltrests, and moritarion are Linked $idr lem-cenrered 

appmaches. It holds tlat the cMicuta should not b€ pr€scnbe4 bur 

lrlher cone a a reslrlt of le{lneB' Da/s. Tba exisrentialisis give a 

prominent plac€ to th€ concept of n@ds, whicn rhey co$ider ro be

the p€rson'cenrercd 6 conrEsPd with the neds b€itA situ.ationalcent@d 

(Bi&ge & Shermis. I 9921 32). 

Another theory that contribules to le3mer-ccnreftd 

appmaches is whar is called 'Nanml Unfoldm€nl'. It assumes tlat 

p@pte e mtually good ard at thc sane time active in rclation io 

their eDviroments. All p€ople N Essuned to be fie., alnomrnolrs 

md foNa.dly aclive p€nom who reach out fiom lhemelves lo 

Ek€ then world (Biase & Shermis- 1992:31)- Ihis poi was 

aiready ass@ialed with JeaG J. Rouss@u (1712-l7E). the ovelall 

philosophical fianework of th€ natu"l urfoldrde<strong>rt</strong> often bas b€en 

labeled Rol]@lic Natur.lisrl! For Rousseau, every thing in rutlE 

is basicaly s@d. So hurlan uiire is bolh a good and acdve, s|fdir@led 

agent. A bad soci.l environrneni codd make bad hurun 

beiDgs; $ be holds thal huDd social istituriotr @ not Mtuml. 

Rousseau wged leacheB to peoit sMents to live close to 

Da<strong>hr</strong>e so they mieht indnge fiely in rhen ianiral inpulser, 

iatincts &d fecliras (Bigge & Shernis. 1992: 3l). From this 

beory, lhe corcepis of Se€dom in classroom, ed activoess have 

beome pa<strong>rt</strong> of ltrs-clnrered appruch€s. 

<strong>tn</strong> tle words of Dr. Rashid A. Shah (1999:175): 

"RoNFr h tlF fiN b giE childhood ns rishtut phe. 

H. tut only |Qs,n d rh. ch.n ieri,ras of childhoo4 bu 

also feli its ihporlan€ ii rhe pmes of .d@dod Hc tel th€ 

*.d of e .du@tioq whjc! sbould he nI ,@d.e wir! rbc 

ddE & of chiHhood. Th6 Roussau hs sss6r.d rh. 

.bild +.i.nd educ.rio! for a e|uat sro*,ti ad 

A ilthe. more ftcent tbeory of leamirg that co<strong>rt</strong>libuied 10 

l@q-centred app@che-s js tbc c{gririve .i@ry of l.3<strong>rt</strong>riDg. 

According to this theory the stlrd€di is r€garded d an active 

patliciparr in the knowledg+genirg process. He setects and 

transfoms infonnatioq construcls h)?otheses, ard atre6 those 

hnotlEses in tie ligh of incoBistent or disc.ep{L Eqodce 

(Bieee & Shemis. 1992: 125). Bruiet rhe devetoper ofthh theory 

ses dlat 'l€aming' is ar its b€st .thnkina', ad thjnkilg is tbe

prcess whereby o.e males serue of a hodgepodge of perceived 

Iicls tm$gh Mther process cslled cflceptualization (BisSc & 

Sbemjs.l992r130)- 

For Bruner (in Bigge & Shennis.l992: 134,35), the school 

should ercouage snldeDb to djscover lhe valu€ a'd amendabiliry 

of then own su€$es, !o discover th€ utility of first-order 

approximtion in their approaching a probl€D He co<strong>rt</strong>inu€s: 

-The ehool sbodd rlso dodoD nnd.ds onf

Be.aule activities in the for€ign IarSuge t@chi.g.enler on 

language, values, crstom! and cultwe of the people of the other 

society, students can be led io thi, aspecl in ften own sociely so 

that tbey @ e rhe foreien lansEge for discovering d/ad 

.xainining their om values. In the Na of intcrpesonal 

develolmenl "...lh€ iDleralrion in s@ groups, gaDes siEdanons, 

pmjecB csn led to imreasing scnsitivity of l[rdetlt nding of otheB 

and to morc nn€niDsfitl hunan rclatioN" (Papalia. 1976:38). AI 

the* ideas come under leimer-crftered or what it is sometimes 

c5led rhc oatud appruch to learning iD gene'"t ard to lalsuasc 

learnine, in padicular. In the natual approach rhe languag€ leDer 

"A dcveloping orgdisr! @tlrbg and d.wbpiir Li a@rddce 

with Eedi:lau. paii@)q e ou-goi.g sgcnr 1t t p€@!a lh€ 

erld t<strong>hr</strong>cuah its gjg, Tt€ child is tu etiv.. drlMi, dqlidtrs_ 

b.d on disEibg ad ptubLD srfld' eap@lia 1976: 49). 

In order lo show how tle larguagc leder is lookcd at ard 

value4 lhere are soG kcy conceprs ibat n€ed lo be recalled. fiey 

are fteedo4 independent rhnking inductive-leemin& self,rcliance, 

leercB' neeG, sial orientarioD problen-solving activities, 

individualiution, self expressio4 purpcetul leamjrg. connection 

witl normal life outside ,chool, derDocmdc sbding berweeD pupils 

aidr€a.her...etc. (Papalia. 1976:50). 

Since lhe I930s,!€rceptions abour the teacher's rotes have 

chansed c.ilsidctzbly (YaldeD- 1978:51) llnguaga ie&n€rs aie no 

longer s€en ai p€ople wtlo possess and trarsmit ldguage, but Ether 

a! p@ple who belp the language leamer to d€velop s Etud 

capaqty to commmi.ate in orlEr l.nguages (Yalder 1989151 & 

Nurail l9E9: 3). 

Th€ smwth of imercst in rllc le@c' has b..n one .spin-ofp 

of the Chomky3n vies of languge. ror hilA lan$age is a memal 

phmftron in which hunar capacig for lalsu!€e is dDqE ard 

inete (CholDsk,. 1965r i! while. 1987). Tbc osnition code 

lesming merhodolos/, which flourish€d duing rhe l.le 1950s, 

holds 6at leininS is a seniat proc€ss, not a mecl@jslc one 6 rm 

behaeiorists N€d to clain (Papalia 1976: 60). 'Ihe nird is rlus

conside€d all'irnpo<strong>rt</strong>ant in the acquisition of the new infomtion. 

Th€ advocacy of meiningful l@jrg ,! opposite to rote l@itg 

has b@ giv€n prioiity (Papala. 19?6: a9). 

The year 1970 witiessed lh€ gro{th of the hurnanjstic 

movetrEnt in ils modem forro- Tbougb ir does not use llE term 

lem6{dt.red as an approach yet it has b€eD llE maiD 

souce that <strong>hr</strong>s led 10 what is now known as the l€atmcentered 

approacL Most ol if not au the vinues dlat ar€ 

atljburd lo tbis approach @ clairoed by the huoadsts. For 

€mple, most rccent t€mN dlal are associat.d with le3mercentded 

approaches like indivjduaizatior! self-iNtuctjon, 

leamer autonomy dd so on ar€ al hlllMistic oB 

(D'ckhson: 1987 aDd StevicL 1990: 23). Tb. leDer is thB 

view€d as a r€sponsible hllllm beins ard so lhe eodem ']E 

is looked at as 'jespot8ible for his de<strong>rt</strong> y''(Sievick. 1982: 

l2l ). The tenn hManism itslf has b@ rcd€fined to ncan the 

cent"aiity of the lermcr FtbEr dl8D dE sw!€Dacy of tle 

subject ma<strong>tt</strong>€r or lhe te&her (Sievick. 1982:121). Radin 

(1982:62) surDs up as follows the vinB of wilt ir Deans to 

''ll ftm rbd I rcsFct m ilrH capacity, e idesnting 

principl. in *h !@s lo s.in iBisnts dd lo E&e choiq, 

apFoprialc b bis/hd oM leding p@s1 i crurd with t!i. 

r*_!an is d arrfsidion orr& uhlE6 of @b lae" 

Leamers in the humanistic apprcaches ale encouraged ro ralk 

atod th€nsclves, to €xpBs thci. feeliDgs (RjveF: in Sievict. 

199017). A mjo. feanire in <strong>tt</strong>use approschcs is ftat they rrqt th€ 

le3Der d -a whole f'eFoo en8lgclmr in OE lsming pll)

Towards the end of the l97os,another model of languaSp 

teaching was propo$d i.e., l@er-.entered; it r€quired sone very 

gre3t charges in a<strong>tt</strong>itudes both toward what io lcach ad how !o 

l6ch n (Yatde!. 1978:54). f<strong>tn</strong> was a.eactioD a8ailst tbe extu6 

of b€haviorism in second languag€ teaching. The languase leaming 

was dven mot€ a<strong>tt</strong>mdon the €ver. A! a lock step Lngoage 

leaming has b€€n proven tuftcrive. A difrer€nt alt.rnativ€ in the 

l.arning styl. ha! thB led ro a much more complq view ofwhat is 

called len€r-c€rlered apprucnas. 

This b"e of instruction i.e., Ieamer-€mtered instruction 

irclud€s choices of fou sn6 (l) obje.tives of lesni,& (2) raie of 

le@in& (3) iEthod or style of leimirs ard (4) @ mt of l.aming. 

Th€ co.cept of one melhod ftr ail leacrs has disppe@4 and the 

leacher becon€s less visibly centered. Irut€ad the leam€r is 1o b€ 

c4<strong>rt</strong>ercd (Yatder 1978:55). 

2.13 Implications: 

Tl'ere ar€ nay implications tat are related to leamer 

cetie.edrcs. The folowing {€ some ofthem. 

r. A.quilition veBB lcarDiig. 

kaming has comc to be knom ai acquisitior l,e.miDs i! a 

forMl kind of leming. It is achieved with som€ intdtions and 

effo.ts. Acquisiiion, on rhe other hsn4 is a lubcoNcions p.ocess of 

lesrlinS ofa llnguge j6r like rll€ child doe yb.n he a.auB his 

first lang@se. So languse a.quisilion in this sens r€quneg 

meanitgfin iDreractio, in *re targei langusge and nat|fal 

conununication in which sp€rkeF arE not concl<strong>rt</strong>€d wilh the turn 

of dt€ir unemces, but wirh xoe$ag€s they @ conveying. Tnjs, i! 

t n! means u'al enor correction and explicir t€aching of rutes "re 

not Elevdt to lhis @w n.rDiDg ofbigu€. a.{uisitior 

2. E.rors rre not to b€ corl€ct€d 

Ercr corection has rcceived liile enphasis in le2nerc€niered 

approaches. For a leamer-centded app.oaci where 

acquisitioD is lhe flle, laDSlagp lmirg shodd be teft wftbou

otheB' intenripdon by correcting mistakes. Nalaco poinis out " 

lnd<strong>rt</strong>ption ond lreqwnt e ot correction ifier<strong>rt</strong>q ,ataal 

lahg@ge se and distact t'ou l,e u.rs4ae " (Nalasco dd A<strong>rt</strong>hur. 

198813). For the hurnanisls, iequ€nt leacher's co@rion dEing 

studeni!' discussion can disnrpt the commmicative Prccess, destroy 

snld€nti' confidenc€ and crcate a b'rris bctween d|€ snd.nts ard 

the leacher (Daniels. 1983:87). So in lemq-centered app.oaches 

leamer', €nors are not seq as on indication of tuilurE to leam 

(Abdul-Monein 1993: 6l)- Chomsky (1965) in his turn s€€s €rmn 

nor a a bad si84 islsd, tl|ey c.! b€ s€a as evidoce fiat leirnirg 

is taking pl&e). In shon, eno. co.rcction in bnguag€ 

leachingreamins js bcins crnsider€d d an inetrective peedE€ 

and it shodd Dot be giv€6 more $3 it dB€rves. 

3. AllNlrc. for individul differeDces 

lramercent!rcdrpss allows for individual difrcMc.s. IrE 

stud.nts difrer ir sde, abiliries, c.pabilitics, ilteIisenc€ and 

dispositional potenthlities. ln order to m8,ke stud€nts' leeing 

effecdve, lhese difle.ences shodd be corsidcred ad th€ studenb 

should be sroup€d acrordins to $eir abiitj€s (Shah.lg9: I 84)- 

There is a natural tendency for learnine f,om wifth Tlle nor. 

lhis tendency js intc.sifed the mole leaming t kes place. No 

p.essE or force cd compel the leamer io leam meaningtullr You 

nay ie&b but leimers Ey mt le3m- 

5. Stud.nbr om iriti<strong>rt</strong>ivB lnd efio<strong>rt</strong>r 

Srud€nts' own effo<strong>rt</strong>s, iniliativ€s and etioN Eke them 

leaming-orioIed. thcy p<strong>tn</strong> fonl rheir pot hiials ard rend rh€ir 

ways to lean Not ody this, but also learnirS is prcv€d to b€ mrc

6. Tclcher to encorrrgc lesrners 

Pedasogically education is lo encourage leaners by lhe 

followins mechdisms 

r. l-e@irg by doiDg 

c. Motilatirg lbinking (D Snah.l999: 186) 

TIle role of en@uagement in lemiig in seneEl and lansuage 

l€ardtrg ir pa<strong>rt</strong>icdd ba a very etre<strong>rt</strong>ive role in motjvatinA 

leam€n. Fu<strong>rt</strong>her it cr€ates an easy and niendly atmospherc 

anons th€ ditrerent panies i! tlre language clas$oon wheo the 

lcacher enco@aes lermers, confidenc€ of the lad6 increases 

sDd lhis naks th€n love th€ teachd, which uodoubtedly ia ils 

positive effect on leamiDa- 

?. Crrmmrr rulB n .oi inpo<strong>rt</strong>rlt 

The advent of the Comuiczlive t$guee Mov€rEnt 

(CLM) itr the laie 1970s ed eirly 1980s has @de a coNidembte 

conbibution lo leamer-ccnleredn€ss and to ELT, ;n panicrdd. The 

ConrnDicativ. Irnguge Techirg (CIT) iakes a nanial view to 

latgulge teaching wbch rcquires learneE to Be thc language to 

gel things don€. ln other wordi l€a*ls are mi required to tdrn 

gra']]mtical statem€ -s that may fail then to commwdcate, but 

they mBt leM the lanSuae for real purpo$s in the rerl world 

(N'll4 1988:24). 

Crabmar and grdrnrnatical nnes are no morc b b€ 

coNidered irrponat as rhe qsc was with fadirionat r|€$ods. 

Languge .!es ca @vcr g@tee languaSe leaning ed larguage 

Dse. lnstq4 the erPhds is now shificd toward! t]r@in$! 

intentions, and lkills- The long-sianding colflict between u)ose wno 

sulsc.ibe to subjet{eni@d vi.w of languase sd tbose who 

sulscribe to lcarcrcentercd view has b€en rcsolwd in favor ofrhe 

lsmeFc€<strong>rt</strong>ered one. 'I}le subjecr{uieEd view lees lming a 

languase s essentially the masierins of a body of knowtedse. TIte 

lamer€l€rcd view, oD rhe o0t.r laD4 lerds to vi€w laDguasc 

acquisition as a prccess of &quidng skil! mther rhan a body of 

\nowledge. The FopoDents of le3Dd-ce<strong>rt</strong>cred curicula @ les! 

iiicrest€d ir l€2<strong>tn</strong>€rs acquiring the iorality of the laquage thao in

assisting them gain lhe comunicative and lhe linguislic skills they 

need to carry out lhe rcal world iask! (CNunarL 1988: 24). 

Thu! lhe natule of l€aming h look€d at ditrerenily ftom 

what previowly used to be in badilional approaches. I-€@ing, ir) 

learner-c€ntecd epproach€s, is seen as a process ill which th€ 

leamers use what krowledge or skjlts th€y have in ordq to ln,kc 

sense of lhe ilow of new infonnalior Leaming is, tb€Eforc, m 

intermj uece$ tFi is crucial{ deP.pdept Ton '* L**r.ar r!. 

Ie.tr6 al'€ady ha-ve--ffi6eir sbiliry and ooti!"lion ro t!*- n 

(Hlnchinsm &Watels, 1987: 72). ln lhis way I'nguage tates '.p a 

dif€rclr d€finition uder th. coicept of leder.{ntcEd 

approsch$. Reat laisu3se nelrs th€ langMse of today, thc 

language thal is used, the lalgriagc which i! not specifically nade 

up b serve a! extrcise or to stay rigjdly witin the boutd of which 

has been taughi. Real use means being used 4 an inei{ument not as 

a componerl of d exercise dd this 'real ue' is not therefore 

confined lo eaeEEl utilitarian realiiy (Hutcbinson & WateF 1987: 

3.1.4 L.rmratrierEd cu.rhulu|[ 

The leame.-cdte.ed cuniculun wa! developed in <strong>rt</strong>|€ 1970! 

a! a reaction to tbe inllexibility of the centalized curicula, which 

prer€iled dudne i.lle 1960s. and the early 7os.Tth cuniculurn 

mov€ment in ESL ;s u otrslloot of the sch@l-bsed cudculurn 

movement CNtlm. 1988:21). h should be point€d out ihlt lhe main 

diff€rence berween the le3m€raen&red cuniculun ed the 

traditional (Miculun is ihAl the former i5 a coll€ctlve efron 

bctwecn the lesGF arld the ea.her. Fu<strong>rt</strong>h€more, <strong>tn</strong>e subjotivc 

necd. ofde l€ner fod a basi! ofth. cunicultm

3.1.5 Reserrch dom on L€arnercenter€dnBs 

A tr."t .^ foud in tbe lihary of Tlan€s valey 

Unive6ity in lrndon on te&Pr-centercdness. It was (uied out 

by Kouso P. ir' 1987 for th€ award ofPhD iom dE lNdnne of 

Educalion. The titl€ of the lhesis is Lea e.-centeledness and 

E"elish lAng@se 6 a Forcisn Langase: C<strong>tn</strong>iclllw Re'%al i'1 

DificaL Cnenstarces. "fhe study ide<strong>rt</strong>ifies ed defines th€ $lient 

fstlG of cl[re<strong>rt</strong> ELT thaF/ dd n€todolog/ udet lhe c<strong>tn</strong>cePt 

of t adercenleredness aDd exaninet th€ atlitudes of l@rs, 

edu.ational autho.iti€s lrd t@h€rs, in panicular, in BukiE Falo 

lwest Atical towa s the concepr and its application. This is done 

in an a<strong>tt</strong>eEpt io assess sore of $€ constraints to ELT cEiculutr 

r€ncwal in @iedally difrcult circurnstaMs. What makes it morc 

relevat to th€ study itr bald is illat it ad.lrEs€s a sinDtio siDilar 

to that of Yemn where tlm ar€ rEy const ains rhat @y mak€ il 

rath€r ilifficul lo inploeD! eithq lems-cente€d qmiculum or 

methodolos/ ondex to theses: 1992. 1388" 89). 

The authoi used a natuElistic r$€arch appro.ch 

irorpoElilg both qualitative and quantitativ. arE]}sis. Tlc 

qualihtive data werc dra*n fiom pelsonal expcrience, ustrucn!€d 

classroom ioleniews and analysis of rec-ods ad o$cial 

documents while the ,iswers to lhe survey quesnonnaire 

constituted tbe quantilative data, 

The min firdings &om the statistical anabsis of the 

q@titative

awdd of Masler of A<strong>rt</strong>s it English LangBSe teaching The Degree 

w6 awarded by tbe @mcil for National Acade<strong>tn</strong>ic Awdds (NAA)' 

in United Kingdom in <strong>tt</strong>€ acadenic session 1990'199l Like the 

previos one this study beals Esehblance to the str'dy that is being 

;anied about Yemen. Fi61 of sll il is in the fi€ld of English 

languse T4hir8 @LT), sEotrdly, it is abod auioDody atd s€rdi@ted 

leimitg which @ two cohponents imluded utder th€ 

le2lu-ent€red approach nirdly, It is cdicd od in e 

enyircnmeni lhat bea6 rcsedblanc€ to lhaa of Yemerl l})o!8h 

Zubia is in Afiic4 '€t, tbe e{omnic and enviro nedal 

costaints are !o some degree sirnil€r' In other words, both 

muntries share the $@ difrculties tlat stand iD $e way of an 

ideal lean r4nlercd approach !o ELT In tbis thesi! tlE autho. 

ebphasia thc @ncept of autonoroo$ l@in& For hiD th€ 

studenl should d€pend on hims€lf aod nol on dy ore else An 

edwational Drocess tbat is delernined by others canDol snody 

intend to have as it! outcom€s a p€rson who is <strong>tn</strong>ly selfderemjning. 

He also holds that the ultjmlle goal of education is to 

arm lemets with comp€tence atd independence so thal lhey cm b€ 

able to cope *ith tbe wfanniar situtiorls wit5od dePeldence 

upon tuditional solutioE o. on other poople, 

One of the jusrifications for arnonomy od self-dirccten 

leding can be found in ihe domain of individud difrer@s 

among leamers. The trditional leach€Ffio ed leaminS dis.€gards 

these ditrernces. It is oDly though learneHedEredn€ss or se]fdi@l.n 

l€mhg and t@hiDg thal these diffffi arc fosterEd. 

Le$ne. tEining is one of th€ area tht! lhis study pays 

a<strong>tt</strong>stior to. Th€ author Mi ain3 $at educatioMl Plactic4s bded 

on the principl€s of lezmr F.ining are likely to tum out lemers 

who d€ autonoriou! and self-directed in thei. life. This cm b€ 

b.neficial nor ooly ro ft€In bul lo rh€ir cowty 6 well. 

To bring an €nd lo lhis chaptcr, it is quile evidmt now that 

l€.arnet-.€liemi approaches lave rlany things lo of.r. Mey id6 

and ideals lhat are prcsdted in the previous pages arc nol to be 

overlooked if etre.tive language lqming i5 to be achieved 

LedeFcentered approaches aE lhe vogue ofth€ day and they @ 

in hsBony wjth tb€ Equi€neris of the modd age. O.e calmt

deny the fact that such sppMches are demanding; b<strong>tn</strong> this is alrnG. 

trw to all ideals- Th@ de l:my constrainis tlat pr€s€<strong>rt</strong> 

thenBelves ir the way of ledeFcenteredness and again this is 

applicable to every Dew stuation includiDg Y€I0cD. Such 

coN<strong>tn</strong>ints ar€ actmwlcdsen by many of those who experierced 

Ieamerrentercd iBiruction. Whire (1987101) fd exaspl€, Efcrs 

to thjs saymg "Like aI sEh uiopid ploposals, therc wil be 

problcms of inpl€n€dtirs it tu tlE wdld of every dsy afrairs". 

Tudor (1992:33) also points oln that th€re ar€ two sets ofconstmins 

o. &caors inst ore hls !o tak€ into account if l€anFr-cent€rcd 

progm is to succeed). Thw ar€ factors rhat ar€ rel.ted to learieB' 

readiBs ard f.ctors that @ Elai.d lo the dtindiml ard ln,ledal 

3I Lf,ARNER.CENTERDNSSANDETFECTIVE 

ENGLISH CLASSROOM 

h ltuguage leijnine as in o$er subjects, therc atr thtE€ m.ain 

el€Dmts tbat m,ke tp rh€ whol€ pro.ess (l) tb€ r€2cher (2) rlE 

leamer (3) tbe activities i.e. i€ching. Each one ofdesc elanenrs is 

itrdisp€osable ro Lt€ slacqs of rlte lsgu.€r leami's proclss 

lAritis.l98l:7). 

The Teacher is d€fiftd as the ag€nt who h intended ro 

facilitate tb€ leiming for anothcr pcBod ofa larguage, which is not 

hi! mtjve oe (AIds- l98l:7). 

TIle leaDer is the aaent for whon rhe teacher faciliraies 

l€milg (Alitis. l98l :8). 

The teaahing i! any acliviry on the pl<strong>rt</strong> of on€ lerson 

inlcnden b facilitate lerning on dl€ pan of strorlq (Aliti!. l98l: 

E), 

The leacher is still inpo<strong>rt</strong>ant ev€n unde. leameFce €red 

appro&hB- It is llu. dlat tbis agc js th€ age of dle indiyiduat

whethe. he is m ordinary man or a student. The esearch in hand is 

about th€ leamer 6 a ce<strong>rt</strong>ral agent in Lhe reaching/leamhg prccess. 

But this does not nee thal tbe teacher is no morc impo<strong>rt</strong>ant. Il is 

oliy a maner of diffeHt roles !o be played by bodl agent! the 

Ieacher md the leamer. No doubl, the lemer is al the c.nler ofth€ 

process as claimed by leamercentercd approacbeq but indeed only 

lhe l@chd can develop a leaner-centercd cla$*oom (Mckin. 

1972, i, Ali|is. l9E1: lE). It is only tlE s..rrd hguge ie.acher 

who cd hciliiate the whea where, md how of lffiing aother 

language, or c& sin8le-Isdedly thwan jt. His respoNibility is 

awesome. SoDcor|e onc€ more that a lrscher "affects etemity,, 

(Mckidlgz. iD Alids.l9El: l8). Th€ power of th€ teach€r to 

afiect people's liv€s is v€ry real. TlFre is a responsibility that the 

teacher should6 when hc msk€$ s dsisim to be@@ a secod 

larguge lachei The rol€ of rhe t€ach€r is Doi slatic; it is a 

dyrdic oft and alwars iD a constan claoge. 

The second rnain elemnt in lrnguge [e&hilg process afrer 

th€ t€:chs is lhe actjvity or th€ tcachiD& TschjrS can eitlEr be 

sood and successftl or bad dd usuccessful. Successtul language 

t€ac,hirg is uy activity, which facilitlrg l€ming (Alitjs. 19E I : E). 

Lesuee teaching is a mobile professioa dd bccaue of its 

corrituoE clange all that has comectior with ir ircluding 

cEicdm and nethodolog/ Dst b. clalsed accrrdinely. 

Th€ €ssence of good larguage teaching is char.crerized by 

tle folowing: (l) The class is ar e3se in workiry $ith $e forejgn 

leguge and seldom reverrs to rhc native languagc !o epEss ar 

idea. (2) Interut ; hi8h and stude<strong>rt</strong>s come to clals wirh a real 

desn€ of le,3mins md pa<strong>rt</strong>icipaling. (3) Neither leacher nor srldentg 

d€p.nd on tle bmL The Etdal is flexible and firs th€ neeis srd 

iircsts of the leatrrs. (4) IrE sM€rrs do most of rhe speaking. 

TlE t@her only frcilitales dd suides. (s) Conilol of lhe ctass is 

with fte reacher atl tle linq th€ students l@k foMard to him for 

ditection <strong>tn</strong>d rimin& th€y are xnade awal€ of <strong>rt</strong>e objErives of dF 

foreign lmsuge (FL) and how a tcchnique will help them l€am. (6) 

Stardards' perfo@ce is high; $e teaclcr ses rbe studenls as 

neil}'a oveF nor underrhallengc4 and tes6 are designed !o assist 

whal has been l@ed. (7) The.e is aiwa's a corstanr vdiarion of

activities and anangements in the class. The teacher always keeps 

nors of what soes on. (8) The darsroon atDospbeE encowges 

the students to use tbe FL. Th€ teachq leads lhe lemers to create 

n€w sjtutions ud to t?ke hitiativ€s. (9) The teach€r's persoElity 

is demndiDg" yet fan and patient. He leads Hs students to a hiSh 

lcvel of p€rfoMFe. His lessons re w.lt plantle4 and rhe 

techniques of prcsentation ed drils arc used stEteaically ed 

conectly io achieve the Frpose of the .lifferent exercjses- ff thc 

desn€d .esults are not atlained wi$ one iechnique, the t€acher tries 

another. TI|€ teacheCs marmer mrk6 sndmt! wmt lo le€rn thc 

fo.eign ldguage, nol just beaue it is fi4 but b€cause workinS 

lnder his confdmc€ dd enthuialtic dtuectior is appeali'g in il'€f 

rAitis.l93l:11- 

Tfteoretical insig<strong>hr</strong>s ad cnpirical rcsearch bave shoM tbat 

second lrnguase clarsrooB activiry should be focB.d on @l 

commmicatioq a genuine one not jusr a sinulated dialoeue 

(Tuck€r. in Ali6.l98l: 43). Rs.3rch }as shown $at a snldelt c2n 

etrectively acquirc a s€cond lan$age wher <strong>tt</strong>E task of leding a 

ltuSuage baoms ircidenial ro the task of comunicating with 

someone about somethin& which is int€resling and desired (Tucker. 

l96t: 34-41). Tle racher should know al-l thes requireDetus so 

thal lmguag€ leming b€otrs firnclioral- 

The leamer is the mosl imporlrd component in the 

teschi4naming procs- He bas b@ egl€den for IonS by th€ 

coune designe$ and tcache$ equally. lt is only in th. middle of 

second ialf of the 20rh @t!ry $at a<strong>tt</strong>€ntiotr was sbinei md 

dircc.ed to tE le3Jner. Now tmy agr€e that de leamq is the 

cmtral focus of $e edu@lional pr()lrs. For etr@tive lapguaee 

leuin& the le.rcr should be, above ail taught dd Fained to what 

it Deall to be a lemer (Nllro in Aliiis.l98l: 96). Il is th€ task of 

the le3cher to ud€<strong>rt</strong>lke this kird of trainirg. Filst of all, lerrnen 

@ to b€ vaned away toro their s<strong>tt</strong>e of dependeme to one of 

independence or autonomy; rhey must not only acquirc a nurnber of 

relevdi le3ring techniques but also experidce a change of 

psychologj@l afiitude tow&ds whar l@ming ;s. They nut go 

dtrough Fdual recaoditio.ins procs ojole4. 1980 in WiDdetr ard 

Ruber 1982). Nol only this, bur also te&h€rs should b€ firlly awar€ 

of who is th€ good language ledcr, whal is lhe difreE c€ betws

$e good langlage leamer ed thal who is not (Rubin. 1991: in 

Fornbe.1992:154). 

If,ming and esp€cialy la,guge learnins is a complex 

pri)lrs; thcre e nany fact6 that hflu€nce leguag€ l@in& 

Such facioE are af€ctive, lingututic, cognitive, psychological, 

sociologi.al and so on. 

A<strong>tn</strong>ong tbe above facrors are the affective tuclors that @ ofa 

vcry strong effe.t on dE larn€r and the lar8lrgp leamin& Tfis 

happs be.aule de process of learnins a second Isnguage is oR 

ftar inaolver a tolrl coxoDih€Dt fioD the l€amer. A total physic4 

inteletual ard emotional 6poBc ;s reces$ry lo successf<strong>rt</strong>ly 

seDd ud t4ive lioguistic tll€sges. It would sed ea:y to clain 

that the nlajor factoN of hwnan behaviols, lhe af@tive domain ;s 

the most impo<strong>rt</strong>an! ir Sovding a pdson's sucers iD seond 

laiguage lcmin& It appea at l6t that unsuc.essftl lsrguge 

Ieding cin b€ a<strong>tt</strong>ribured lar8ely lo <strong>rt</strong>|e atreltive hclors of wious 

kinds. It is impon rhen to wdersrand those factors rhat either 

facililaie or prevent second ldguage ledirg ad then how such 

factoN my be oprirnllly conrolled within lealn€F, oablirg them 

ro cors<strong>tn</strong>tct both ways ro swcess and ro fiuctjonal lanSuge use. 

These factors de motir€rioq .Socentric facton, traisacrional 

hcl,o6, a<strong>tt</strong>itudes ard socio-cuhxal faciors. Other non-atretive 

factoB do also play an inporiant rcte in second taryu8e 

acquisitiol such a aDtiMes, 

33 LEARNf,R-CENTREDNFfS&COMMT'NICATI!'E 

LII{GUAGf, TEACHING 

rn their @<strong>rt</strong>inuou! resedch fo. beter and etrecriv€ language 

t€c<strong>hr</strong>Dg ed lermiry sorne liDguists iD rhe mjd of th€ 70s fouDd 

dEt itEori$ of purc linguistics! srrucrwl linSuistics, or 

Tmfo.ulational ceneEtive ctamnar, w.E r@ narmwly 

corcetrd with pur€ly fo'ml linguistic aspecb of lrnguase. This 

did mt le.d io dy imprcvenenr ir rle for€igdse.ond ldguage 

l€adrng. So iBtqd, ley adopted a couse of discourse rBlysis, 

sen@tics (nolioN-niictio6), sp€ech &rs th€ory, socio-linguistica

and pragnalics (Stem: in Alitis dd Allrn& 1981: 133) 

'PEgnatics' sas otr€rcd by Oll€r as an alG@rjr,e lo lhose 

linguistic lheories (S1em: 131). Pragrnatics places emphasis on rcal 

larguage use. OIer wanted to sce the Dotion of de€P sErcture 

rcinteprctcd 6 meaning: relation between situstional sitlina ad 

litrguistic fonn ntber tbd relation between se<strong>tt</strong>enc€s and 

underlying sentences (deep/sudace sliuctue) O er claims that 

pragmatics has implioatiors for lmguage te&hit$ he identifies tbe 

goat of ieaching a languSe a indu.ing tlE sludenb not merety lo 

m3Dipulat€ meairingl€ss solnd sequeDces, bu! ro sod ard rcceive 

messages in rhe language. Henc€ emerges th€ lem 

'connuication' which tl€n form€d the bais for the 

@n1''Micative lmsuge te&hing (CLT) 4 a very comprehdii€ 

approach rc lDorc effective languaSe l€ching and thus leibitr& 

'It|e nain emphasis ofdE CLT is th€ fact that the fomnl or 

stuc<strong>hr</strong>.l rheories view lmguaAe outside a panjcula. cont€n of 

ldau8e use. This is as a rcsuh of orer concenFation on usage, 

whicb may ofim iav. effect of pu<strong>tt</strong>ing lhe larguage being lemi at 

a rcmove 6om the leamers' own €xper;ence of language 

(Widdowsor- 1987:17). lE co|mBi@dv€ tlpory, on the other 

hmd, presents the second languaSe in a no€ clearly spsified 

social co<strong>rt</strong>ext md siruation in which lmgug€ actualy wori6. In 

other words, by focBing on 'Be' E$er than 'u!age', the 

corDiohi.<strong>rt</strong>ivo apFoach th@rists haw a<strong>tt</strong>enpted to com€ closer io 

the reality of lmguS€ use (Stem: in Alitis ad Altud l9El:259). 

Hs@fonl! uses oflanguage were to be specified i! so.ial se<strong>tt</strong>ings 

much mo.e precisely in expectadon that lan$rage pedagog/ would 

rh@by b€corne 6ore r.l.vant 10 the subj€ctive and objetive n€eds 

ofthe le3rneB- The defnition and idedfication ofthde n€€ds bas 

cor3titued fnt dd inpo<strong>rt</strong>mt stage in the prcceduE to Mke 

langlage teaching conmuicative. The second slage has been the 

definition of <strong>hr</strong>yuasc etesories in s@tic (mti@t) a sie 

linguislic terG (nedoDal). 

Ite tcacbing materials and techniqu.s, which are based on 

socio-linguistic principls NUAIy, ideltiry b!l16 in a sp€cific 

rcle of languge use. Th€ inteEcdois ale ofl.n spe.ified as shop 

a3sjstanl - cutomef, forcign b?veler - poliema4 doctor - patist

ud so on. Situtions oflaog@g€ tBe lJe indicated and sornetimes 

described ir d€iailed $enes; for exarple, visiting a c;tylcountry 

miving at m airpo<strong>rt</strong>, .eading d academic repo<strong>rt</strong>, elc. Next speech 

acts, wbich reSulaily oclrr iD lhe given situatioq are aralyz.d; 

such acts e: intercsting onqeli inquiring, alkiie le<strong>rt</strong>nission and 

so fonh. Evotlally, lhe linguistic DdifestatioB of sp€ech acls e 

!.esented in text, dialogue, flow chl<strong>rt</strong> and the [ke. T]e lemer! sE 

invited to oter inlo tle sitEtion ro that tbey bel]E panicjpants. 

The lemins tasks used S€qw ly involve prcblem solvine 

sinula$on or role-play. These very activilies with othqs are those 

tlEt de used add reanunended in th€ research in hand fd lerrner- 

There are, of couse, some conventional ddll-t)"e *rcises, 

bui the difiercnce to<strong>tn</strong> sEwtud pmctic€ lies in rlle fad thal rhe 

linguistic fom to be pmcticed have e id€nfifiable place in rhe 

socio-linguislic context, which is preselled to rle lwers in 

p@del siruatioN in which they ce f@l at hon€ and in which 

rh.y ned lhe languge itens to be leann idsly. ft€ pEctice is 

never entirely repetitive or imihtive but ofres mtur.l options of 

lesuase u5e, utuln prod(es rhe krds of cho;cer rlEL mcul i' 

sPontlMu! cofi muierjon. 

In conclusio4 one ce say that larguaae leaming is not an 

esy task so also languge reacbing. For efeljv€ tanguage 

leamin& lher€ should bc weli-quali6e4 faithfit, bzrdworkins and 

humare leachqs, teach€rs rb.t me up to th€ raslc It js only the good 

teacher who mal@s good lede.s by discovering them and dirEcting 

them to the best oftheir abilities. A 8ood ieach€r, should have 6 

exp€rience in ditreEnt apprcaches ro language Eaching arhong 

whjcb is the Comnuicative IaguSe Approach as rhis is rle tate 

comer to the language teaching s@ne and ar the sa<strong>tn</strong>c lime is morc 

redistic. Tn€y lav6 lo recognize tbat language teachiDg is a 

theorelical as well as a pmcrical act'viry, and rhat etr@rive leaching 

Mrerjab ald classmm pNejus deped on primiples draM 

trom an undmt r'ding of what language B and ho* ir is used. 

(widdowson.l987:75).

CHAPT€RIV 

METIIODOLOGY 

' Most of the children in school are 

most of the tlme." 

,l

4-l Tle Desigtr 

CTIAPTER IV 

METI{ODOLOGY 

The main instrunent for gathering data of this studv l4 the 

post-resl- Oth€r instrunenl! werc ulen but there wer€ s€mtdary 

They weE meant to sh€ngthen the 1€lidit of lhe rcsultr of the 

posi-test. Thdeforc, tbe desiSD us€d in inis experimeDlal siiv is 

call€d posl-test only control grouP d€sigll Accoding lo TEI(j]@ 

(1979150), this kind of design is d ided ore. t conlol! a[ d@ts 

of %bd'ry or souces of biA. It presupposes two Sroups one is 

eryeriDedal and tlF other is contol group. Both SrouPs were 

exposed to the post-t€sl. For more Eliable data a imher 

qBtioDAne was giv€n io rhe expdime al Sroups. For the sake of 

compeison between lhe two sels of groups (exP€runental groqs 

ed control grolps) rhe ot<strong>rt</strong>rol sroups w@ aiso given dte s$m 

4.2 The Sample: Scope and populadotr 

TI|e snrdy was conducled in tFe se.ondafy sch@ls in 

Sa'la'4 teo of whlch wft boys-$h@is and m was a 8 s' 

sclml. Th€ expqirent took two phas.si the fst onc wa! with lhe 

p@ioBfy us.n Mraial E stish fu v@e,, whicb wai r"xendy 

rcplaced by a n€w m.aterial cal],d The Crcscent. One boys' school 

wa ued in the ftst phe. TlE o$er two $hoob were us.d in the 

second phase but this tiine with the new malerial. It hes lo be 

r€membs€d $at rhe new mlerial u ike th€ old one drd nol 

disfDguish bctween lileEry and science s€clions; orc lcxtbdk tur 

botb stioB. Frcm each of rhe rwo t)?€s of baterial olE 6it 96 

sel@ted ior re5cbi.g tbe iDtend€d grotp6.

The target population was seconda./ school students in lhe 

capital city Se'a; withi the secondzry school, second sodary 

grade w4 selected. The snrdy groups werc second secondary 

students of bo$ scien@ dd an! (literuy) setios. Then agas 

ranged betweer 17-18 ye$s. 

\t4ry second secondafy and no!, ey, thnd secondarf 'Ih€ 

arswer to thjs question is tbat this class, whlch j! cquivalot to clrss 

XI (internediate) in Pakistan, \ras easy to experinc<strong>rt</strong> 04 as the 

snjdent! codd easily cop€ with th, ltrioE &tjvitjs ald to soDc 

exient with the r€quirements of usirg English in tfte cbssroo<strong>tn</strong>. 

Obviouly, thnd s@Dd!r/ rut bc b€<strong>tt</strong>er rn this regffd but lhey 

werc very busy with then sEduation examirElion (secondary 

cedific<strong>rt</strong>e). Neither they nor th€i ieachels or the school autbodties 

were feady to volu[lc€r, 

43 Sampl€ S€l€ctiotr: 

The nature ofthis study requned fiat dEr€ were two ercups as just 

inentiomd; rh* werc dE €xperinental group and dE coonol 

group. They weE sclected iom a larger population lsee se.4.3 

abovel. So tu$ ofall, the laige population was id.Dtified- It wa lhe 

secondary school stud€nts in the capital city Sara'a. Ttis was done 

by draw;ng a list of tle dree secondary schools i.e., lhose, wNch 

were completc in havirg the t<strong>hr</strong>ee clalses tDm fiEt to third 

secondary. Frob tbi! Is! tliee schools were chos€tr provided tut a 

girl school wa included. Wilh €ach school the populanod was 

ffiowed doM to pa<strong>rt</strong>iculd level or class- I}is wd foud to be 

s€cond lecondary. As this was done, the experinedal and lhe 

control g.orps were s.l€4ted on lhe basis of their simijarity and 

accord;ng to the results ofa prcre$ [Se app€ndix 2]. 'Ihe pre-.est 

(a nontbly test), was adniditcren by tbe t@ch€t! ofthe gtoupc ll 

was confrned ftoln fte teach€r of the grcups that lhe two Sroupg 

were also almost sitrilar. the followirg tables show th€ res'rlis of 

the pr€lest in each school in which the nw scorcs md tbe ncahs

Thc pre-tesLs 

Class 6 at. 2n a4 

250 260 219 286 

No. ofSs '75 70 70 69 

3.3 4-t 

Class 6 2tl u3. 

14l 36t 324 

No. ofss 70 C9 

4.9 4.6 

Cla$ 6 2ll 212. a4 

.t35 3t2 328 380 

No. ofss 68 73 1l 

Mean 4.3 4.6 J.8 

The above drce tlbles show lhe Es! i3 ofthe pr+test! in the 

t<strong>hr</strong>e schools wilh the purpose ofdebrmining th€ two groups lhat 

w@ io be selected aierwards. Ar one can see that there arc more 

lbd two ctas$s in e3ch school. In Al-Kwait School table {1) 

colllm (l) therc ars fotlr classes of second s.condary- Thesc were 

2lr, 2D,2n, Nn 2/4. Th€ iahire of the €xp.rim€nr requir€d two 

eroups orny and lhey mut be equivalent or n€arLy equivalent, this 

nod that a pre-&st wns mcd€d so that the r€quir€mmt of two 

equivalat Em'.ps was frnflbd. In lhc s€.!d column in e.ch table 

the raw scores of th€ *hole group arc giEn. J[st b€low that, the 

number ofthe students in e{ch olars is shown. In the lalt c,olllm 

th€ n|een of @h grcl+ is gii€rl lt wrs d thc b4is of tlle n@s 

thqt the <strong>hr</strong>o sordy goups sere s€lectcd- 

As the tables show, ther€ we.e no two conplelely identical 

clas.s in th€ lbre! sch@is- A- th€ groups in tlle tbree schools 

wero De$ly siDilar as regard! to th€ir level of &hiev€llEt The

two sloups tha! were found similar in each school are marked wiih 

an aslerjsk*. It was lhese two groups that were assigned a! lhe 

experinenlal tud lhe control groups. So after the selection 

accordiry to Bed similadty, ihe resufted grcups lexperirental 

and control grorpsl ale shoM in th. tlbles b€low: 

Grcup5 2lt * 

250 2.t9 

No. ofSs. 75 

3.3 

70 

Ll 

CrotFo 22+ 2t3. 

16l 324 

No. ofS!. 69 

Crcup6 

312 128 

No. ofSs. 71 

4.1 

4.4 The M.terisl: 

The material th.1 was used in this shdy was a teachinSlmirS 

orc; it @sists of a urir tlken trom the textbmks EryIsb 

for Yemen both $e old and ihc new velsioB- Ex!€riment took t\ro 

plaes; in lhe filst phale oDe $hool was ued wilh the old iextbook 

s! lhe t€mhing malenal. In rllc second phas€, two schools wer€ 

used and lbis lim wilh tbe new &xlbook (CEs.€ot). The old 

textbook has two differe vcBions orc is for lhe scieft€ section 

and the otler is for lhe lileraly section. This division do€s mt *jst 

wnh dE new teahing @t€ri.l, which was applied for the 6nl tihc 

in ihe ye8 199.

Th€ uni that happtud ro b€ selected fiom th' pr€vioustv 

uled mtenal wa uit (10) and tom the new mterial unit number 

{2) w6 taken. Lessons were iaken ftom both lhe couNe book and 

ihi workbook. The choice of the lhit nubber wrs de.ided bv the 

time the exD€riment wd conducted and bv the amount of lessons 

rlE orisinal telchq bad alftldy ov€red so iot ex&Ple. Egddiog 

tlle olJ Mredd. niG uils were alteadv talgh by tlE original 

teacher ard ti€rEfore the choice had lo be on th€ n€n orc afld $ar 

was(t0). 

Why one Llnit? The dwe. to this question is that by lirnilirg 

onesefto on€ unj! w6 dei.nined bv the apPatot adequacv ofthe 

dnber of lessoN ad th€ r€latcd acliviti4 e3ch uit vielded. 

Mo@ver usirg @ uit was abo boundd by the rstrictioEs s€t tP 

by the r€sp€ctive school becrus€ it was nol easy to 8et t achcF arxl 

s.hool autlroritiB who could $crfice, a tb€y clld it th€n 

studols for a longer period of li<strong>tn</strong>e. For them this time was simPlv 

Ihe lessots of LIF le4hing tutetial of bo$ veEions sR. a! 

they werE tol suiiable to be Ned for l€amer-c€ntered tezchin8 ald 

Iemiig. Sorie adaplalion was made to suit the situ tion and ihjs 

wss in the mhd of the researcher in adwne a! h€ wa! wel 

acquinted with texlbooks. It is however wonhy to rememb€r that 

the new textbooks d€ morc suitlble to b€ Bed for leamer-c€nle.€d 

teactii.g than the replac€d ones. They do not requiE nEh 

adapialiD Msteriat adaptation ate dealt wilh i, lh€ n xt cbaPtq 

(cltsp.5) 

4.5 Instrumenb ofD<strong>rt</strong>a Collectioo: 

More than one istrunent was used fc <strong>tt</strong>3 data collectioc 

with tle purposr of dsuiDg vatidiry snd reli.bility of th. results of 

th€ study. These ils<strong>tt</strong>rl@<strong>rt</strong>s were an achieveDent post-tes! a 

qEstio@irc ed dassmn obseflatioG.

4.5.1 The Achieven€ posltesl 

The studenb were exposed i,o a posl-test, which ws m 

achievment one. The codent ofthe iledl3 ofthe test wa! based on 

lhe objectives of the selecred unjt. These objectives 5re usuallv 

slated iD th€ b€eirnioS of @h rmit ss lhe case oD Englsh fot 

Ymen tenbook (old onc). Somdimes dtese obj€ctives e 

indicaled in the i€acbe.'s guide or lhcy @ sirplv be lrdeFiood 

iom the co ent table s the c.s€ with th€ n€w l@hing lD.tbook 

(thz Ge.nt)lse!. zweld'x 31. 

The post-test wa! given to bod! the operif<strong>tn</strong>tal dd th€ 

control grolps. Thougb $e nethod of teachin8 of lhe two grcups 

was difrerenl. the test nas the sme becaue the content wa3 lhe 

same. TIle pltrPose of lhe iest wa! to neasure th€ cllange o. 

progress that occuned to lhe experimental Srorp dd of couse 

compare tlEt change to the control grouPs'. 

4.5.2 T[. Qu6tiorD.irc: 

The qwstionnaire, is a very effective means for colt€cting 

dlta esp€cially i! a situalion where othns med su.h a i<strong>rt</strong>eroews 

are not only difficult lo use but also <strong>tt</strong>une cosuing The PurPose 

of this quesnomne was to 6nd out about the students' ectid to 

rhe lemer-centercd experiencc. Only the ex!€rimental groups look 

tlle quetionnaire. It ws given to the stude<strong>tt</strong>s soon aier the 

selecl,ed teaching unit was finish€d atd just afrer l!3 Post-test wd 

4.53 The Cbsmr Obccrwtio!! 

Obsenalion is the third tool of data coletion. It aiDs at 

providiig i0ore iDmdiar6 aDd .cc@le &ta of the oeqin€llt. 

Observarions werc Ned duing and afr€r lesns. Thev werg 

urs<strong>tn</strong>Dtwd Bpe of obswatioN b€caue the fltu€ of the it@! lo 

b€ observed wa not id€Dlified b€forc hand, but mther sPontaneous

to the teaching/leming p.ocess. 'Ihe rcdons fof or against lhe 

lea@-centered prccldw wqe relorded by lhe es.irchs .s h€ 

enoDler€d dy thjtS worl ofrecrdiD& 

4.6 The Procedur€s 

As soon 6 thc Sroups wcrc sssiSEed inlo cxPerinstat ard 

@nlrol Iroups, lhe a{p€rinent st ncd with thc Bdrch<strong>tt</strong>_le..ner 

und€nlking lhe leaching task. This, of cowq wa, dore &cording 

to th€ linetable of €ach school. Sq on the ftst day of lhe 

exp€rim€n! tui exanple, eeh grow in sch s.hool had an English 

cl.ss. Thji l]]@t on ihst very d.y both gml4s w€re tawbt olc lrd 

the sam. lssoi, but of couse in difrerent pedods ad in two 

difrqent wals. While the expdin€nral erolPs 

tr€re tawht by usitg 

leamer-centered approac[ th3 control Srouls were laugh by using 

teacheRqfe.ed l6<strong>hr</strong>iqB ie., tle ones they were us€d lo. 

It 'ras foud raths difrcult lo srile down ohervations while 

classes *ere going on; for this E!!on mosi ofthe obslatioru were 

iaken just aftq class€s. This was don€ with the t<strong>hr</strong>€e groups. It took 

two w.€ks tiDe to cov€r the 1*chjra uit fioln $e pr€viols ot old 

textbook. The teaching tinF with the new materbl, however, wa 

one month. TtE reason for this ditrerence i! lhat in the new 

iextbook lhe uniis a,€ larger tban $ey are in dle old one. 

The two groups in erch school w@ gi\€n dle post-tesl*hich 

was desisrEd to bc crmplered wi$in (45) ninuiar i.e., the $?ic5l 

p.riod of les$B h schools. Just afier the iest they w@ giv.n the 

quErrioDane, wbicn rook the studeds fifteen mirdes to conplet€. 

47 Metho& of d.t! Amlysis 

4.7.1 Tt Post-t si: 

The s@Es obtained fion the post-test of th€ two groups in 

esch sch@l werc oalculat€d Is.c.6.1.11, and tu r€ans of the 

groups ifl €ach school were taken a'rd conpar€d agai$t each other. 

Th€ z-last (i6l€ad of t-t€s0 is uscd fd testing tI€ h',polh€s€s and 

for lhe corDparison b€twem rhe mem oflhe two groups. The ose 

ofthe z-test is b@alsc the n (sample 

'Mbq) i! >30 (See Bowen & 

Sl.arr. 1982:31?). Tllb kind of Nan {lalysis ;s foud to be Dost

appropnaie when uring lhe pos<strong>tn</strong>e$ only contol gtoup design, a! 

the case js in the study in ndd (Tu.knar.1979:3l) [See AppeDdu 

41. 

4.7.2 Th€ Qusstionnaire: 

As shom iD the qu€stiornaite she€! [Se€ aPFDdiLs] rherc 

are two sels ofqustions; set (a) contais clos.+ded queslions in 

which a fou-poitri $ale is us.d. Here, respoM were r€corded 

according to tleii ftEquency uder each scale. Sel(b) is an openenden 

rype of questioN- Hqe th€ respoNs were r€corded 

accordinS to the nmber oftines a oe<strong>rt</strong>ain response wss sharcd by 

othe. students. The itd that got the hiSb€st sc!re wa Put the tut 

dd so fonh. In olher words, lh. rcsponts were r€.rrded acording 

!o then fie{uency. ths, of cou6e' was dole with the tespoDss 

wh€thq w€re th€y tu or agaiNt the exp€rimt (s.. section 6.12)- 

4.7.3 Chssroom Olx€rvations: 

The dala galhered from cla$room obseraations were put nto 

two nain categpri€s (for efuple positive and legative) Ihis 

nEa6 th.t &y obsred event that went ur favor of leadler_ 

colered approach rcqoirement! was Pul under ihe Posi$ve cltegory 

ud thar which was agaist was classified uder lhe negative 

't 

category- The obseflatios oblair€d eer€ listed acc.rdjnS to tleir 

nequency. This procedN was to the t<strong>hr</strong>ee schools As this was 

doDq pmper explanation was gjver to each Elevet iteD. [S@ 

se4don 6.I .31 

To end this chaprer, one can say thaL LIE experirne *as 

cani€d out .c.ordinA to the plan 5nd as indicated in tlF proposal lt 

must be remember that alrbst all the headings thal are included h 

the bethodolos/ chaptd wqe based on prcvioB exp€tience fomd 

in rcs€rch books of social sci€nce. The difier€nc€, if any, ftom 

olt|er rcselrch studies of lhis n6<strong>hr</strong>e, was a rcsult of th€ 

GquircN s of the stDdy irself ed of iti specific contcn. Fo. 

sanpl€, thc ldapratioD iteD Ey not b€ fourd b other r€*arch 

s<strong>hr</strong>di€s of rhjs B?e, bla ib inclusion herc qa r€cessary to lhe 

s@exs of tlc rhis sildy.

CHAPTER V 

MATERIAL ADAPTATION 

"M!cb 

t<strong>hr</strong>t th.y do ma leow rhing. tb<strong>rt</strong>' h ftct, th.y lo.w perf.cw 

well b€forc w. b€grn lo tdk .bout' 

of rirl r. sy Dd do lr.cloor orry rr*.. ctildrer f..l

CITAPTER V 

MATERIAL A.DAPTATION 

As has been mntioned earlie. in the previous chapter that 

therE is to bc eDe kind of naterjat adaptdion to tle ensting 

English naterial in order ro irnllemeat leamer-cenlered activities 

ard iecbniques. It should b€ understoo4 however, that for the tire 

being ed for rhe s.ke of tlis study th; adaptadon is confred 

MiDly to th€ €xisrirg mterial i.e., rhe tschitrg l€xtbooks that @ 

(:rrntly used- This happens becausc to w ay other material will 

be accompanied by a host ofditrcultjes. Fi$t of alt, and this is at 

the gov€mnenl level, it is iMpprcpnate to chdge the Mterial 

because this rle3ns e{n costs are required dd l}b is beyord lhe 

ability of the educatioml aulhorities, al least at the pr€sm! time. 

TlEn at tle level of the school adnirist-atior\ it is quile nornal for 

the $hool authorities to oppose ary kind of deviation fiom lhe 

pr€scribed syllabus as this is nol only a8ai6t the rules bul also 

according to th.n! a wdt€ of dm.. Fimlly, at fie le3cher's level, 

nw mlerial D.6 overloading hih with a irsk lbat he is not used 

to and unwilling to undenale. Hence com€s the id€a of adaphtion 

of tbe cunently used mierial, which ce be delcnbed as cost 

effecrive and at the s!re time undemmdif,a dd does not connict 

with the eiucational nne io frmclion. WlEt is E{uirFd js sinply to 

adapt the activities in the sel€cted unils ad make them more 

l€€rner

In the followins pages, examples are siven of adapled 

lessons loge$6 with tb€ lessons ples fiom the old iexbook dd 

atso ftom lhe new one. I! has alrcady been ma& clear lhat the 

experimDl was divided into two p<strong>hr</strong>s€s; tb€ fist phase look plae 

where the old lextb@k was still in use As lhat t xlbook wat to a 

ge3t degr@ ieach.r-c€nteied, al1 tbc lersos eere a&Pted and N 

given below. 'Ih€ new tenb@lq however, has 'my advadages 

over the previous one dd bany aolivitie letd theDsclvd to 

temer"cenlered lecbruqws. Therefore, only ex0nples will be given 

oflhe teaching rbit e tlat to aloid .€dundatcy .nd Ep€tilion 

An Lnpo<strong>rt</strong>ant poiDt one hls to Put in bind ;s that lhe 

difreErce b€twe.n lealrF@ €r€d t 5ching and Mcbff{cnlaed 

te&hing is thlt in the learnerc€ crcd teaching rle conv. io.al 

lsson olan is oot to ba followed strictly a the cas4 j.s in th€ 

traditi;al teacher"fionted leschins lhe wil be no difr€rcnce 

bet'eer the tu/o. Ihis is b€csus€ r'my ofthe &tiviti€s aro delided 

by the students thetrelv€s. Whal the reacher can do in the Plan 

oDly predict the @use of actioD io be t ko in $e less. So one is 

not exoect d to fnd the difreter! lesson stage in the order they ar€ 

k owr Somc ti|G sorn€ of rlE stages are et ircludcd atd other 

tines lh€ ordcr is revers€d.

5.1 Exlmples of L.ssons Plsns 

5.r... Tbe old Tenbok [EDslbb tor Yenetrl UNIT I 0 

5.1.1 Grammrr Exerci..: Mired Gr.mnrr pnctic. [W.B.l: 

(Se€ appendix 3) 

The Be<strong>hr</strong>vioral Obiecdv€s: 

By the end of lhis leren tbe stud.nis should be abl€ io: 

L Reproduce th€ isolat€d sentences as a passage. 

2. FiI in the blaDk by them.selv.l. 

3. vork in smal groups and pairs. 

4. Aruw€r some comp.€heDsion questioN about the Pasgq 

Revision of the previous l€sson(Two Po€ms) 

. Whal is lhe \r,ord 'inviution' m€an? 

. k dte slory a <strong>tn</strong>P oE? 

. Wbere is ihe nimr hegi.g? 

. Why do€s $e poet Be th€ 'child'? 

Presentshon: 

. Teachei ha to infom tle sMents thai the exercise should 

bc deslt with mt 6 isolatcd sentaq bld Btls a 3 

. ftey shodd read tle passag€ for the n€aDing Dot for 

. T@hs should explain the rFison for this kind of 

beatme - The folowing r€asoff @ b€ givet 

I . Readine for meeins is 'nore helptul 

2. It is morc @listic o! we do in rcd life. 

3. G|?llllM Lhougb inponanr yet il is ml every thio&

Prrctice/productiop: 

. Fi6t cadirS: Studenis are iold to r€ad the cxcrcis€ and tl to 

get th€ general xneaning. W!!t is it? And whal js it about? 

. S@ond reading: ftis rcading is for th€ purpos€ of mrc 

sp@ifc ide3s of lhe pssage, An cx.DPle i! lbc m€.ling of 

the dificult words €tc. 

. Discssio Discussins the lcxi and the specifio inforunon 

. GtmrDaI: It is ordy now tlnt they can stad doile th€ 

. The studenh are encouraged to give rcalons for ch@sing 

onE altemative { not the othei fte activity i! to be doDe 

o.aly 6rsl and then if still re@ining tim, they can wite 

doMtlE mwe6. 

. Stude.ls' arFntion should bc dnwn to a social problem of 

celessnels and negligenc€, which is rcflect€d it lhe ]esn. 

Follow up: 

Th. students did not ftad self-sMy l4son in lb. Eadcr; lherefor€, 

rhe te2chs had to do it togpths with tb€n jn the cla$room. So th€ 

above leson was pu offto the rcn per;od-

s.r.2 L€sror (2-4)[old ..<strong>rt</strong>b@kl 

Conv€rs<strong>rt</strong>ion 

Obiectivet: By the end ofthis Wasson sn]dent! vil be able io: 

L Arswer a sinple telephone call- 

2. hitiat€ a s;lple tel€phon€ crl- 

3. Apologize for non-availability ofsomeone. 

4. Use sibple polite pbr.ses like I'n sonf, goodbye. 

I43d:i!: Teach€r explains lo studeDts th€ ibponame of naking 

ue ofthe giver pictu€s in a text. They co be v€ry belptul who 

used to predict th€ alsociated lesson. He also h6 !o make it cl$r to 

tb€D lbat the prcdiction skili is a v€ry Sood 

reDtal activjty iD a 

fonign ldguage leaming in which the studmts @ make N of it 

to ibprove their reding style. Fron row on ihe snrdent! are 

sqposed to exploit pictures, signs etc- to pr€drct the @ntent of t 

Presentation: 

Teacher asks student to look at d€ given picture and say whai it alt 

Criditrg qEstioD!: 

l. How IMy men aie theE? 

2. AF Lhey Yemsj? WbeF do thint arE d|ey fiom? 

3. How do you know tlat? And sihnd qu€stiu !3 neened. 

Practice: 

. Teacher asks lhe students lo imagine the sihEtion ad write 

the dialo$E b€forc ev€n see tbe rcnd dialogue. 

. The purpose of lhis is to encoEage them to b€ credi\€ ard 

inaginalive. Fqth€more, rhis wil show theD bow Dcar or 

far they de iom the actul iext. 

. lbe students can do lhis eidB i! sroups or pairs.

. Lt n! lloidd of |Eing *td.v€r .t&gis tbct brc 

$t n 6c.d wi|h ditrcr|fties. 

. ft.ot €chatue tlltiGrlt lo$dcft 

. Tt aud.d! th.0 loo& at tL qigfud E ed cqd! n 

fliAft.@tuyt v!dm. 

. Whols c<strong>hr</strong>! dfucusios oftb adiviry 

. Dd! r!.rfdg dtu dialos', 

Pto&ctloc [Robdr,, *difrr'l 

TL ed.dr n d dllogl! (3) dkdy d $i({dy in ad.t to l<strong>rt</strong> it 

o<strong>tn</strong> lt.t !6v! to nrl. catai! imov.ti.a Eio uriog th.i owr 

@ *@ dift ft .a nlr of c6pdi.!. 

Fo|lffi-dr 

. A nlcc.r!ftI.c&ity tml"fiig fu 1016 pLy 

. Std.ot3 cqioy.d th. rdn .r 

. Mo1of6. sd.a to.&!rr htb.tifrlddndir.

5.13 Lersons 5'6(old textbook) Le<strong>tt</strong>er Writing 

Bcyiligg: lchecking the horeworkl 

Some studenis act out rhe dialogue rs j! the qercise- 

Obi€ctiv6: By tlE end ofthe lesson sMents should b€ abte lo: 

l.Distinguish betwc€n ditrercnt types of addrcsd (send€r ed 

2.Recocnise the ditrerent orde. ofthe Bddresses. 

3.W.i!e such addresses in $e cone.t order. 

4.Wdte a limple English l€net 

S€<strong>tt</strong>ins th€ scene/ Oead-in) 

LHave )ou €lrr wrinen or Neived a teder in Arab'c? 

2.How do you sta<strong>rt</strong> a lerler in Arabic? 

3.How dotbrchde it? Ard so on. 

Presentation: 

. Students rcad rhe imoduclory palagEph to undmrand dd 

Predict the related t€xt. 

. DieussitrC th€ r€sulr of the @ding. 

. Studefts read the l€trer in goups to confirn then previous 

. Tsche! asls the sodenb lhe $|€stioB by the end of tb€ 

le<strong>tt</strong>ef and some other rclevant quesiions. 

. Wtole cla$ dis.un6 rhe mt@ of Iener *rirg iD English.

Pr..tir../Ptod!.do! 

Snd.6 do oci,ci!. 3 t r ml! FrCi. 

oo ht c writi4, Thit it to 

b dc b gmtT6 ft[owrd by diF|rd6, 

Sid.6 n d ft. rlply l€t r qui{*ly !d rcpo<strong>rt</strong> *. asw€r! to 6c 

cLt!. 

TsdEr alb guidiry questid8: 

l.Wh.!"i.fuc@d&rd? 

2.Ilow docs tb wrib ltad tb l€t d? 

4.Wh bedift loc b.tcnca<strong>rt</strong>it h d Ali'r h'? 

go{arorL/Pr,odrdo! 

Do a.{iviry 5.3 .t bm. 

Ib t0i.d fs to bc raoid of 6c iDo@ of doig 

hm.wo* ad oth& !.li!edy sotivid!..

5.r.4I,8ols (8,9J0xold t <strong>tt</strong>bookl 

Ti e:Cr o.Cab! 

Beh.vionl obi€caives: By the ed ofthis tcsoD, sndentj 

L Prcdicl th€ conlent ofthe passaS€ f.om th€ p.ovided picrlE 

with mini@l &{cher's help. 

2. R€ad lc passag.lo look for son€ speific inforf,otioD. 

3. Cu.is E@in8s ofas maiy word as posribte ioxn co exr. 

4. Surnnarire lhe pacese in a f€w words. 

5. Producc t"€ (l) crndition l sentercis. 

Revisiotr (of psious l€$on) 

. Co[ectirg th€ Binen l€trss ro b€ checked 

L.d-in stage: 

Dô you.rcDcnber what rh€ lefler erinen by Aji *as abod? 

Present<strong>rt</strong>ion: 

. Te&her explains thla rhis pa$age is comec&d with those 

lelt6 eri<strong>tt</strong>en byAli. 

. Studenb are dir€.ted to study rh€ pictu .s ard cxplain whal it 

Prrctice: 

Firll r.{di[g: Stdcln nsd the pesagc silen<strong>rt</strong>y for rhe pEpose of 

nndlaS our soD. sFcific idornado! such as

5-lJ (fron th. ftw tetibok) Udt 2 

Four Servicc€: 

Be<strong>hr</strong>viorsl obiectiver: Thc anrd€nts sllould b€ able to: 

l. Link e3.h piotr$ wi$ eaoh pa!sag!, 

2. G@s lhe D@iDg of th! lcw r{ord! fron the coniext 

3. tuk questions abou ihe Lrsorl 

4. Name soriF otFr 3imibr servicca. 

Pres€t<strong>rt</strong><strong>rt</strong>ioD: 

Snd€nts arc to loot a! dle given four picnjr.s and aDswer 

q,-di^R ask by t Echq lucb as: 

. How nany picturls dr! th€rc? 

. Who rI€ the p€opl.? 

. Vhat do you tbiDt !I€ Sey doing? 

Practice: 

S..nirg: Sticnls dlcn rlad quickly in ordlr to link each 

picrre with ach pr$!gc. 

Dilcurlior Th. pupos. i! to confirm dtc pEdiction aalivity 

Radilg Corprcb.Eion: This tin€ lhe.y re3d lhe pNage iD 

ods ro arswer sone co6prEh€!3ion qu6tior3. 

Productiotr: 

Snde<strong>rt</strong>s ar€ lben ast€d io lbiot of othcr similar public s€rvic€s 

$ch as doclors, nu!€s, el€ctrici.nr, rnbulance men etc. 

Hon.worlc 

They \rrite a shon psragnph abod lry of the s€Nices they

5.2 Enmples ofM.Ntcrial Adrpt tion 

5.2.a (old lsdbook) Unit l0 

Iastr (t.2)[workbook] Mix€d Gmmnw 

Tnditiomlly, gralMar l.ssons and r.aditg corprehmioD 

are tr€aled as if dEy dc otiy srs'nrnar €xercises. No disdstiu 

be$/een the two different t}?es of aclivity is made. P6saees e 

usually treaied to s€rve grallllnatical purposcs- So leslons like lhis 

(I.2) @ nomally done by first the !$cher going over the lesson 

oraiy ald the stude s sre asked to give lrswds oraly. An€l $at 

rhey @ told io fill in lh€ blank!. Ev€n thi, lal loid they Bualy 

opy th€ alr€ady *ti<strong>tt</strong>€n answers on thc blackboard. Passagps .re 

not tEated a3 passages and dbcouse. ntey are l,awht a i$lated 

sotetls to s€ e grammatical ard syniactical purpoa€s, M@ing 

or ue is not look€d to. This lrel<strong>tn</strong>cnt is rathcr a land ofdisioniotr 

to the conmuricative pt!.ess of cv.ryday life wbere tbe .)i)!x!m is 

oi€r ina<strong>tt</strong>e. not fom T€achine disclursc this way nisl.rd! lhe 

sMents for passages sbould be r.ad snd trst€d for ften valB and 

!Ea.ing. If gmnm,r is necessary, then lhis corEs 4 a subsidialy. 

Passag€s aid dis.oule, iD gendsl, should not be tawht oDly for 

usage i.e., grdlE ard s<strong>tn</strong> ctut€, bul for use d well not for their 

significalion but for th€n coEBunicative valE- Widdowson 

(1978r I 8). Coinmq " IGowire a lEnguagc is ofren takd to m€an 

bavilg a howledgc of 6E€ct usage. But ihis loowledge js of li<strong>tt</strong>le 

uiility on it! own: it ha! to bc complenEntcd by a howledSe of 

Henc€ whal wa! don€ here was to adapt this passage lse 

appetrdk 3 for onsinal t€xtsl, nol or y for srdraticai .nd ldicll 

tlEallent but also for appropriate coflnunicative prpos. Doing 

lhis was of double pu.pos€r leami'8 for oomuDiEtive language 

us€ and leaming for purpos€ of urdeubnding dle srMEatical and

A<strong>tt</strong>ar AdaDtaton: 

--Th€ t€ach.r firsr of all has ro dmw the studcnts' ancndon by 

leniog them knoe tbat this exercis. is &<strong>tt</strong>Elly a passage. It is not 

ne.ely ilolaled gl,l1)Mtical and strucrul ilens a! il seems to be 

and rhat the sn]dots bave orny ro s€le4t fiom a.lt€rnalves and thet 

fill in the blanks. In order do to il well they have to know flst lhe 

me3nins of lhe p6ssasp. Tbis oe only be dote by r€!di!8 it a! a 

--The n xt sr€p is to etrsw dut d€ shdent! get tb€ gisl of tll€ 

r0€anjn8 of lhe paisaSe. This crD b€ done by $estidins or by any 

other lechniqu€. For €xanple, lirc studeds can slmrnarize th€ 

pesege, or they @ work in grolpvpairs...and so or. 

--Reading nlay be repeated a nrmber oftim€s to na&e sur€ that lhe 

sMenis grssp the llrding ud tul-ly understand tbe paisage. 

--A0er a tull discBsion of th€ meanins of the €xerc'se a! a 

passaSc, the snlduts @ sb<strong>rt</strong> working out <strong>tt</strong>E qerc;se by choocing 

th€ bcst altcmtive for each bldk. They cd do lbB D psi.Vgtoups. 

--By now they Inay slan discussinS the qercise ftom a usaSe point 

of view. They can do it by a ltudent, eich tim€, readiDg aloud each 

sentence ard filling in lhe blank. 

-Jt is oi y ifthe sbdents failed to give lhe @rnct answer that the 

tea.her should provide ihe alswcr. 

- Ore of lhe things that ne& to b€ exploited her€ is the point 

wlse ! rctuion has becn mdc abod rhe mistake <strong>tt</strong>€ Irullrafte 

CoDprhy has bade [puning a vtmng resisftrion numb.r on a 

c.ni6cai.l. Di$Nins swh a poiri wil &aw th€ sMents' 

a<strong>tt</strong>.ntioo not only to th€ lalrc of lhe pas$8p d a d;scoltrse but to a 

lssoD tb<strong>rt</strong> cd be lermt fion car.lessness iD wnich rl.ry people 

make such a misiake dE to meligcnce. 

".- Ths point ca. ale be qploited to be a topic of discussion ev€n 

if Arabic is used in ()e coDnunietion in EneIsh br€aks do$rl

'n l€$on siag.s w€d just as e)(pctlcd 

. Th€ ud€i$a tirg ofthe n.3riDg ofde !€!s.9. hclped atd 

made ii e3!y io rio ihe erarmatical !oid!. 

. Dirsuision was int {€stiry Msny id€a! crBe !o tb. sccne by tb€ 

strdeds ihsn!.lvc& 

. It ffial poiDr (if it c.D b. so c{ll€d) wts oploitld tD, lhc 

t odE to rqnind th. cltss of $ri scrkNs nitiat s and th.ir 

. Tbe r€al p.obLq however, r.maind with tin fo! th€ ben l?ng 

befor€ lhe l€$on was .oql€tql. Ttis wa! l€ft to th. n )d period 

Alnod, ffit, if mt all th. ltid€d3 ioot pdr io tb. lcseon 

aclivid8 €v€n d' e€{t r oG

5.2.b New Te<strong>rt</strong>book lc]escentl 

Udt (2) S€rving th. People 

tu ha b€en indicaled erlifl that the new teaching lextbooks 

have nany adrntrges over rhe old oe conc€ming tlE a&ptabiljty 

to lemerceff€rcdness, and for this re3soq only cBDplcs of lessot 

adaplalior win be giv.o. 

Er.aple: L69N 2.r. &22 

Before Adapt<strong>rt</strong>ion: 

The resea.cher, one should 

teachcrs !e4hin8 lhis lerson dd 

n€arly th€ sae way rs follows: 

keep in nind, already visited b,o 

botb of tl}em iawbr tbe lcssot 

1 TIle teacher read the p.ssages aloud and studdts followed 

$rilh th€n books oper 

2. 

L 

4. 

Studenis read the passages individually: some selecied 

sMents ee.€ asked to <strong>rt</strong>'d a pasage a ftw lines each. 

Either teacher translated the new words or the studenrs arked 

Oe t€&hq tbe meaning of the Dew wordr. 

Only one of the rerchem alk€d rhe students qEstiom abod 

th. pNage, and hjs a<strong>tt</strong>e ion was oo 0uency n$er ilan 

genuiDe @bmuricstiol H@ $e lsoD camE to an end. 

Alter Adsptatiod: 

-Firsl 

of all dE teacher dlw thc aienrion of the studenB to dF 

Fovided pictB giv€n at the top of $e pa8e. Wlat are all these 

pictur€s about? Appropriale questions miS<strong>hr</strong> b€ asked to help 

st'rdots nak€ N of tlese pictures so th.r tbey crn p.edict lle 

sub.ject of the resp€ctivc passag4. 

-fte sMenls theD hsve to lirk Bcb pict@ wirb €ch pass8.. Tte 

r€ading of the ftst senicnce of each pasase could be m enowh clE

--Then, the snrd€nrs can stan reading the passages silently and 

individually- Tlis is a pupo$fiil rclding as tlEy have ro confn 

tlEir fiNt task i-e. iieir prcdiction or th€ lbk betwen the pictws 

''- The students have to underlitr the difrctdt words and al lhe same 

tim gwss then t]16ings fio6 either the corlext or with rh€ help of 

the 4socialed pictures. 

-T@clB ssks lbe strdmls clrpr.llcnsio qstioB frst to 6@ 

uddlandinS befoE shining to another t4k 

Alter yo|| Ed: This is a new imovation iD this rew mlerial. It 

rEquir6 toB lfie studeots to go beyord the gjv6 lso! ard io 

produce rheir own not only languagE but also ide3s. The lask 

provided h rhis regards is rhe quEsti,ou. Do you ktow ary othe, 

this is th€ frst 

-As 

lsoA it is be<strong>tt</strong>cr not to trDt€ it too d@rdine 

to the stud€nb by askirg then to wo* in pairs or grolps. 

lhe student! aE to do is only to think of smples ofany 

--What 

other public services. The task can even be easie. by usirg their 

nothq longE if jt lla['p€6 t]lat th.y do not kmw tbe EDg$sh 

--Befor€ the studenls lqre, th€ lechq @ rdind tbm of doing 

the homework. He had to str€ss $e role of sellstudy snd of doinS 

hornework in beher leiming result. Tt€ nexl ielson th. hotrwork 

ercrcis.s have to be tr€ated with tlE te4h€r in the class. 

a slep foryard to elf-le3mirg tbe ta3cher guide.s 

-As t}|D to 

some rechniqNs tlat can h€lp rhem in doing the homwo*. nfs is 

paniculdly true ofthe iBtlrDtions ofthe exercirsr, which ce be a 

possible difficulry !o the s<strong>hr</strong>dents. Herc they @ aked to tak€ the 

I€lp of wbarsu ncaDs to neb $co ft€y can for, for cxlt0ple 

consult a dictionafy or dk a relative or iiends after rheir own 

effo<strong>rt</strong>! are exltlBied. 

After Lessotr 

- ftis was dr 6rsl lesson dd rhe clas€s ;trludiDe rhe conrrol 

grolps were not yet psychologically prcpeed to cope with tlc rew 

te&her {This is perhaps nodnal 10 every new sitution ed evm 

tru !o thc teacb€r hinself].

- The fisl ditrculty encomtered by the teacher wa dE low 

stmdard iD EngLish esp€ciaxy spoken Enslish. The teacber had to 

be so cElive and a<strong>tt</strong>irl to get fte students undent nd by a vsdety 

ofways- In some c€s he had !o r.corNe to AEbic io <strong>hr</strong>iDg a rEli€f 

jr'3t beforc the studenk Mched rhe srage of fiBrrarion. Her€ a 

word must be sid about the Be of the Btive laDguage; rhe latjve 

lansuse lArabicl is not pr€venred, d far ss it does not tM ro a 

iabit. If n is foEd that it heips gduiE comunic.tion tb6 it c.tr 

b€ rcsoded to when therc is a need. 

- ID spire of the appared dificulry of u'deBrdding rle bair 

obje.tivB ofdE lessor w@ achjey€d: 

The studmts w@ able to !rcdicr the lesson fiom the provided 

Solne students did well in guessing word he2ning iom coDtoa 

b r'After yor r€ad"j the sMents de<strong>rt</strong>ed soxoe effo<strong>rt</strong>! to do this 

N*rlynaf of tl|€ shlddrs rried to do th€ horEwodq 

Thi, *as a eood sta<strong>rt</strong> s they mrely rake such a task quir€ 

Teacher's encoumgen€nr showed v.ry quick rcsulrs. 

Tlc next day the tea.ber iad to remind theD agai! tiar a[ of <strong>rt</strong>em 

musl have done dd must do ine home work even if they did not do 

*. Wherc one can say leachin8 is lcameFcentered? 

Fjl5l ofal lhis wa! a begiming ed oe shoold trot ovcr-e,y"lggdsre 

thc resuL The sndents had fiBt ro be Anili.adad with the r;hcr 

ard not to b€ suprised by sMde4 new aod un€q€cr€d teclniqEs, 

which dight crcat€ a negarive ariitude. However; therc w€re nl.sny 

lhings that w@ both le3ln€r-cstercd snd clroDEicrrivelv 

LIrE pr€diction fion lh. gireD pictures. H€rc ir is tE stude<strong>rt</strong>s who 

predicled a.d th€ re3ch€i oDty playd th€ role of a guide wllo 

agrced or dbasreed with rhen 

2.Word gusinF agai[ <strong>rt</strong>us ws done by th€ studots.

3.DoiDg <strong>tt</strong>l. boDrwo* by dl3 3u&nt!: tlbugh th.y did lot do al 

of4 y<strong>rt</strong> it wrg r good bctimiig 

4.T€od.. lcc€FiDg .! diftird 3 My drKs ty fu $dcoas 

svra tlough !o@ w.r! gadd.rly iE !ct. Tb t aclE did 

thir h pupols !o ib<strong>rt</strong> fu€d.y w.! cmung.d. h lddilid tb 

!tut d hd &cl <strong>rt</strong>b dffi sm6 Kr rEtect4

5.3 l4.rere<strong>rt</strong> red Activitie3 

As a Blll ofmalerial adapt<strong>rt</strong>ions and ftom what has b€€n 

found tom $e cla$roon observatiors and, tlt€ folowing activitias 

a'd lechniques are found to b€ compatible and suitablc to lhe 

I. DISCUSSION: 

In this qperinent, discussion wa! a common pEctice 

durirg .irDost rh. ehole exp€rierce. lt took various fonns all of 

which share th€ elements of leameHenteredness. these fonis e 

r. Dieulstor ld by tcr.her: 

Her€ the teachcr initialed or sbned rhe topic of discussion. 

Aner thc teechet-researcbs !!d srated the topic, tlF discLrsion 

$aned b€twen lhe reacher on <strong>tt</strong>E one hand and $e sNdents (rhe 

whole clals) oD th€ oth€r. Ther€ were tines during the discus.sion 

wlr€n the teachei tlad to dir€ct the shearn ofthe discussion ro the 

already plaEEd orE. Thjs do€s nor rnean dlst every lhing wed 

srDothly; the tscher h.d to b€ rcady for .ny probl€m or difrcu<strong>tt</strong>y 

tlat might aris by ill€ studeDts. nley ma, for s(ar0ple, n!.d son€ 

cldficalion ofa word or exprcssion eic. So the teacher <strong>hr</strong>! ro b€ 

availablc not ot y as a paiicipant bu also he h6s to dpect 

questom by lhe stud€nB duing the discrEsior A ti.al ex3Dple 

of this t}?e of dilcrirsior is lesson (l) of rlE wo'Lbook ISe! 

appendix No. 31. In this lessor\ ii is the teacher who will, eveil@ly 

say the fnsl Nwer to the giv€! blrrk or al lelst wbo wil agE or 

disag.e with lhe studenls who Plovided thc anlwer. Ihis rote by 

lhe lelc<strong>hr</strong> shodd bc plsyed ody ans the sludqts bave ti.d ben 

best lo fird or determine d|e con ct Gwo. The ultinate rotes of 

both Oe leacher and ieam€ls is cleirly sraled in $e folowing lires 

" Studmb shodd psnicipare in convesalion conrrolt€d by the 

teacb.r, bur es $e sruderfs b@im FmficicDr tE le€chd should

€come less panicipaDl in lhis type of activiiy". [Saanislawzyk. 

1976: 21. this Faly what happe$ h@ iD lhjs experlbeol; at lhis 

staSe the students arc l€ss proiicient so the t€ach€r has more control 

b. Di!.Nio inititrd by thc lnlde t 

'Ite soucc of lhe lopic of discusion this tim is the 

so.deolr rlpns€lv.s. Ary on-goilg lesson @ b. the sowc€ of 

dilsuasion i.e. a problem or ev€nr. Fo. exmple, lhe strdents may 

ask for the neaDirg of sn uDkrowl wdd. Th€ ie4her dl€n 

Edirecls the problerh ro the class who wil, eirhtr in group or 

individua[y, think ir ov6 aDd then repo<strong>rt</strong> bact ao rest ofthe cla*s or 

t achcr, This typc apptis alnost !o eve<strong>rt</strong> lessor in thjs uoir 

In regards to the purpose of disculsior! th€ followine 

fonns bave fieqEDtly been us€d: - 

. DiscNirg ih. gEn€El !|e. rg of a rext (pasage or 

drilosle). This is Budly dom anEr the silenl readi,g s in 

lesson [5, 1.2 p.18, in the come book ofthe old iextbook]. ft 

can also bc don€ afrer s€lf-study activitie.s 6s in the "reala" 

at the eid of each unir lebcn the shd.nls bave ro read rlE 

passag€ al hoDc and th€n discus n iD 6e class lh. En 

Di!.<strong>tt</strong>seiry r s!'eitic point, qBtioa cvcn! or issur Elated 

to tbe lesson uda study. For ex4lc, tbc snd€d! Ey 

inquiE about a ce<strong>rt</strong>ain trEanilg or a granm.tical pornt ss in 

typ€ (1.2 discussion lrMtion€d $ove). Mosr if not aI lcsrors 

in the sMy 6jr lead l}€bs.lvs !o rhis ryF of djscu$ion. 

Dis.Nirg rD isue in re3potrs€ to ! quGtion by de 

te&hs; this iciu€ @ b€ rclei"nt to tbe r.aching lessor Thjs 

qu€srion can b€ ei<strong>tt</strong>trr a displayihg ot l.Ierczr,a/ quesrion. 

'Ite fo.bff is a qEstion the l@hs loows tbe dswer wlile

lhe bner the teacher ask the question to vhich h. does Dot 

laFw the arswer. TIte laner type b inponad ard found lo be 

interesting b€caBe the stldcnts ale not accrBtomed to a 

situation wh€rc the teacher does not kmw dl€ mswd. The 

permanmt im!8e of the ieach€r is tlEt he is dle alfknowine 

6ar! ASai& tbjs type i! also i4oriaDt iD lhat it focuses 

prirnarily on dF maning l?tis than on fo<strong>rt</strong>l! tl. polt tbaa 

is also igno<strong>rt</strong>d in YelDgli schools- 

Discussing an o9*ended quesrioq pmblet\ or issue 6ised 

by a sM€nt or a Iroup of stud€nts or by the |licher hiDseif. 

ln tlle exp€rindt, it is the ler.her $,ho ha, initialed such ! 

0?e of discursion, and it o..u! o@ only $ben desling wilh 

the lesson in tE ' iead"r' about the two po€Iff [See Bpp€nd 

No. 3 p. l3l. 

In lhe sbove $!e3 of discussioq the folowing t crrJ4ldr were 

a . wlDle clrls discussion 

! . Grcup/pair discussio! 

lndividual !o individual 

2. SELF-STTJDY ACTIVITY 

As 0'. name indi@ies, in eF-study a.dvitics n is the 

stud€nt wbo des tbe worlc ftjs is !vba1 ?.tu.Xy ispp€Ed in the 

expe.im€nt under EEatlrenl. Th3 students had lo r€.d lhe lessotr at 

hone ard b. resdy to take pan in the discucsioo tE ne$ lNoL 

'Ih€ pinpose of such an activiry, in Dickiison words is "... to sive 

plac€ to indjvidual ditrer€'@s, which are disr€garded in rhe 

tradjtional teachq-centeredleamn'g' (Dickiisorl 1987: 3l). rn

addition, self-study aclivities are done by studenls usrng whalevd 

st?te8res lh€y prefer and at th€ pac€ they cd| Ths ress tbal th€ 

lerftr d€pend! on his own wsy of leaming, which is ve.v 

irnpo<strong>rt</strong>a<strong>rt</strong> clffDt h le€rner-ce ercdnars <strong>rt</strong>is way of depeDding 

on oreself is a step forwad lowu& the autonony of th€ lean€r, 

wbich is lhe ultim& go3l of l€mer-centercdlrs. 

In lhe experiment undcr discussioa lessons fioln lh€ 

"rcader" were used for lhis purpos. Tl|e l€ssD iamed " TtD 

Po"m" lold textbook] wa given to the s<strong>hr</strong>dents for r€adifls at 

home ard be prepar€i to fo. discussior tbE next .lay. But thcre wA 

a pmblem in that sorE studeds did .ot do tlle rclding. nc relsof, 

riSbr bc due to tle frct tbat t!.y w@ not us€d to this type of 

tehniqws. In tlE trlditioDal way th. sdd€nts have to Bd il at 

hom aDd tlr€D they bav€ lo dver lhe coqrehcNiotr qlEslioN 

that e wi<strong>tt</strong>€D afts @h pdsag.. But even this thEy nardly do it. 

It should b€ noled, howevet that thou€h oDry . few 

stud€ds djd the readiD& yet th€ lerson w6 quiie s@Bsftl b€aN 

the ieacheFrcsqrch€. told th€m ,o re3d it h the clars very quickly 

so that lhe discussion could folow that reading. r'hey did ald th€ 

lesson nuncd out to b€ of a g€at int€rcst and joy. The sn|deds 

probil€d io do the se|f-snldy lessons nod li@. As orc can see, 

thff is norhing pecuri& about rhis t?€ of activiry. It is jwt rhe 

tue d in th€ orjginal lesson. Wba! is Dew aboa i $at thir time 

the studenB read not for answering the comprcheBion q$stion but 

for mderst ndirg the !en. A rcntior shodd b€ nad€ herc tbat this 

in activity the teacher-rEs@h€. eqlained to the students the 

mtiorale b€Iird sEh s€lf-sludy a.tivitis. Hocq n was rolicrd 

that as . resul! ofth€ snde s'affiftflass ofth€ 'trl"they had lo n 

i.e- Ed at boD€, rhe srud.ors b€8an to r€ad al bom€ ei<strong>tn</strong> tho* 

lessoBlbat wcre mt,qrign.d for s.lf-sMy. 

The rehlion betwem this activity and <strong>tt</strong>1e preceding one is 

sef-evident that after r€diD8 the text at home, difrer€nt foms of 

discurrion followed in the classroom. Ihis, ir tura alrcady led to 

diffucd t clriqus fke p.obleD,-soiving ald 8ue.\sine word

3. INDIVIDUAL SILENT RXADING ACTIVITIES 

The nonnal practic. for the teaching ay *ti<strong>tt</strong>€n text is dal 

th€ teacher 6rst reads th€ lext aloud, tld jDdividually ihe studeds 

read one after another. 'ftis is don€ with a rwb€r of students. The 

Dext step is for the lscher to tiaJrslate the new wor& or to explain 

thel m@ings in English lhis is, of come, if lhc teacher is a good 

o!€. Then c.sles tbe siep of dealing wilh th€ coopEhmion 

ouestios- H@.nds the lesror!. 

Bu the lesson after being sdapled looks ditrerent. From the 

very besiIrins of the les,on, $e wlole class hld to read the 

p4ese bul silendy od idividualy. 

Ano0'cr distingujshing f€aturc of this type ;! $al the students 

do not bave to arlsws the comprchdion qBtioru. nEy, Ether 

have to read for the neaniDg ofthe terd as a whole. In ordo lo do 

this, they have to xnake use ofth€ difierent skils and strategi€s. For 

emple, they can read for the gen€ral m€aring of the passage a a 

whole. Or beforc that tl€y can predicr the meaning or the cuieDr of 

that pasge &om lhe context pictE or tillc...etc. Once they 

fDish thc Radine, they stan ro repon to <strong>tt</strong>'€ class of wbat rhe 

pasraee is abour. As a result of ri\is, discBsion will spring arnong 

al pa<strong>rt</strong>ies ir the class jncludirg th€ rescher. As tle studots becoDe 

tlsed to i! nany lechniques, sublechniques, and strategies come 

intopiay.Molr of$elessoDsirdereachingmjtwer€ of thiski . 

4. TEINKINC ACTIVITIES 

In the last decade Edward de Bono ha! repeaEdly demanded 

lhat t t f,ra sbould be taughl iD s.hools. His baia bteotion wa3 to 

chang€ peopiet rigid way of di.kins s.d m,Le tl,em leam 10 tliik 

cr? tircly fKlipple. 1984:961- On tlE basis of lhjs calt a special 

aneniion har be€n gfu4 to rhinking activiris in bnSuge leming. 

OD€ Digbt lhink $.t this claim is roo denanding ro a siruation tike 

Yemen. However the case is not as such. Mosr ofrhe lessorc in the 

cErEDdy tBching material lend $€rNeives to be used as activities 

tb3l proboie thinking ir the langlage clarsroon.

Usually activiti€s, which encounee thinkin& take the fom of 

'[obkns t ^ t:€\e to b solved by $€ learneF. RefeEing io this 

fom Wngbl (1987: 86) says: 

"Ihis pru'ted elvins is a relatiwl, atu imwtioh in INg@Ae 

teachi,E th.t aiN at ercowasing leM to thinh dn.al, obou 

th. wtu jn *hich ther liw anll c<strong>tt</strong> th. !M. AM @q<strong>tn</strong> bn3@8e 

to elr. tun d.r to da, Foblew". 

So at th€ <strong>hr</strong>an of this fom of dinking activity, drc focu is on dle 

je{m€r and h panicdar oa his mcnd side. 

ln dl€ ,eachins @ierial in iise in th€ Y€meni schools, 

pa<strong>rt</strong>icuiarly in the otd t€xbooh activities are not designed as 

problem. But afrer a slight dodification to lhe *!y of kaching 

ib€se &tivities iD tbe selected l[it, i0any ofiroG€ l.ssoDs nnD ord 

to b€ of a problem nanne. This is what was done in rhe exFrin€nt; 

lhe shdents b.d io appioacb th€ bsk as a problem that require, a 

solLtion. Th€y can achiqe this duoush a nmber oftechniques like 

discussion in pans or gnrys etc. Most of the lcssm @ b€ i'e3ted 

this my. For exanple. lesson (l) in the wo* book lold ten], h the 

sw v;t l.hootins aherutie.s to f sirq bknk), e @siEt 

text as ir app€a.s do€s not give th€ inpression thlt it is a wlDle 

irlegBted iext that has a general reajng rath$ thar a isolaied 

senlences. The studenrs, a, well a3 fie reacher teat it is isolated 

s€ eilcer. Afrer dF adapiation the case is differ.nt; tbe studsts 

have to read tle pdsaae as an ini.gmted !ext. Ther! they @ 

sinply be arkd to fnd tbe over whole neaning of thal l'N€ge. ID 

additioq qety blant cd also bc lrcated a a problcm in ils own 

ridt jn which the studetu har€ ro find th€ p.op€r answer. Ttle 

problen of concem herc is mt a problein in rhe tru€ s€nse of the 

word. Bd one hll to admit $at there i! som€ Hnd of @ntal 

chaloAe io the shlddts- 

Sirce tle !€aching pass.g. Fesred alovc B a gn<strong>rt</strong>l,nar 

l€$on, and gran"ar is a Mjor clDcm fu Yenenis bob teachen 

and leamers, ;t is a good oppo<strong>rt</strong>unity fo. the teacher to encourage 

$e snrde s 10 discovs g?DrE lrd gl"l'ltE nics by rheDselves

iNtead of spoon fe€dine th€m by the techer' Halmcr (1978: 16) 

ref6 to this discovery t4loiqiF say,ng 

" EMUdgiDg tlF sndefts to discovd g@ for lb.@lG, 

is oE vlhsble wy of belglE thsn to gd g'ps *nh the 

hlerug. .td rba! the w of dieoEy t€ctDiq@! ce e highlv 

mriv.lins .nd eft@t b.*f.id for lh. nud.nri 

Dnd.rsr&dile of Eali$ GndE". 

This is a v€ry ihlonat point in th. Pmposed ldcr-ccderid 

approacb, wbich ir alDGt E8le.ted by botb tE rdch€r and th. 

haterial r'/liter who consider the leam€r a3 a bo<strong>tt</strong>le !o b€ filled with 

pl'e gramatical and lqical iteDs. 

5. PERSONAIZTION ACTTVTTIES 

Persomlization activities Play a @jor role in lsmerc.Dteredness- 

For a l€amer to p€rsoDaliu lan$isg€ leaming it 

mejns that his idea, f€eline, anitudes ard so on ar€ intemingled 

with the ongital maierial $ar he i! expos€d to itr th€ c|8s <strong>rt</strong>his 

did not happea lansuse leirnjn& it is sid could bc a failw 

"Withod p€rsoDdizatio4 learmng ;s at besl superficial and 

destined for imediate 

Istanislaeaczyk.I 967: 4. 

and eruin oblivion " 

In th€ exeqinent in han4 lhis p€Eorufiz<strong>rt</strong>ion wa! 

achieved by snldeois Eaking tel.Phone els like thc ol€'s m tbe 

oB tenbook buL of couse. with some change in $at lhev wd 

their oh id6 and witb petsots tbcy chose. Aroth€r damPle is 

with the lesson dealing wirh "letlers'- Htre the sturrdLr have 

i$enen then own idm iNtesd ofrepeati'8 those in the texr Th€ 

exp€deme, in g€nenl was productive and al the same riin€

6. GROUP WORK ACTIVITIES 

lvork wd u*d in 

In tbe activitie! me ioned above srcup 

one fom or alodter. Tllougt Enslish for venen lE F Yl text bo.k 

gives some place lo Srour! or pair work, yet, $es€ activities are 

r€v€r dilized in realiry bsaBe lelcheB look on th€m as ioo 

denandins and too difficul to use in lege clalses. Thc exPe<strong>rt</strong>rned 

ias proved lhat thi! clain js ovcr .x.Sgenred becasc groq *ok 

activities were urcd in the expedned ed har€ provcd thar thpy aft 

lpplcable even in large classer. Of co'N, <strong>tt</strong>t€r€ w@ soDe 

difficulties at the beginning, but lhere difficdties wete overcom. 

by tire 6 the sMerrs beame nore famili{ wilh lhen It w55 

obseNed that the studerns weE nlhd bBita<strong>rt</strong> and showed some 

urwelcone gest@s to sEh activities. T1l; gave tbe te&b8r_ 

r€s€3r.h€r an oppo<strong>rt</strong>uliry to dllw tl€i. a<strong>tt</strong>ention to lhe i4or@tct 

of woikiDg iD grows for thos€ who want to lsm E glish ot any 

olher languag€ €ff€ctively. Tris is wtlat cm t€ called an a@ess 

lesroq which prov€d !o b€ very helpirl as the stude<strong>rt</strong>s b€8m to 

lake rhe m<strong>tt</strong>er more seriously. As a result of this grotp work 

aclivities imlqingly ir0prcv.d dd so p.oled to b€ nore 

lrrotiiatine to lem.ts, 

It should be clear thal the mtional€ behind groq work 

activities i! lhat the lesr€F themselv$ usualy us. $em nroueh 

th€l|t they get chdce to express Elns€lves tEely and n€gotiat€ 

over a cerraiD poibl or issrE, ll,e t*o concePls wbicb c in lb. 

.ssence of lhc L.rn€r-.ent€r.dncss lrng & Po<strong>rt</strong>€r, in NE n 

19881. 

The b"icsl size of the groups tlEt have been foud pr&tical 

EDses fion pair work to groups of t<strong>hr</strong>E€, fou, sia aDd eist( lbe 

nodnal size, which was fieqBtly use4 b )br" Tltu is so bectusc 

$js size is nol dcDndilg ald lh@ is ilo treed !o le<strong>rt</strong>range tb. 

cbai6. The studcnts hav€ lo reDait where lhcv ar€ The din 

di$€reDce between lhis siz€ and rhal ofsix or eish is thar wiD the 

former the s<strong>hr</strong>dents do not have to fLim back to face th€ othet halfof 

th.i gmlp who sE lealing behind th€m.

One mrc point thal is to be m€ntioned in reiarion to group 

work is that grolp work activitica have bm suc.€ssfin it s4ond 

language &quisitioD and as a r€su[ etr€ctive b.suage le3mh8 h3! 

been achiev€d. Ponq (iD Yalderl 1987: 152) refts to tbb poid as 

saying thal groDp wo.k "...is provins very beneficial and has led to 

etreclive llnsuse a.quisitiot with m eYid€nc€ of incor€ct forB! 

of tll€ ra.get language appearing ar 3 result of it'' Tlu5, the good 

pcrforna&e by tbe studdts in tbe Posr-r$t ard th€n Politive 

anitude a, r.flected in the $sstio lair€ could be aftihted pardy 

lo group activities <strong>tt</strong>tst lEve bd itopldated in lhe chseoon 

7. ROLDPI,AYACTIVTIIES 

From th€ results of naterial adaptatio! &d classroom 

obsewatjor! one @ s@ tbat role-play &tiviries w€re us€d 

successinly in th€ exp€rin€nt and pmv€d to be good leam€rc€niercd 

ones. lD spit€ of th€ir lilrited use h thjs e4€riment the 

lemers djoyed rcle-play activities. By their natute, rol€'play 

activitics lcnd thenseives e.esily lo sctiudes wb..e lbere at two 

roles lo be play€d. this me.rE tllen is more thd one snrdenl lhal 

Ias lo iake pan. 1}* &tivirie! lpply |o dialogB and the studcn6 

should do Ihis afr€r they hav€ hasler€d the original dialogE A, 

they di4 students in tw6 (paiE) play tlE roles oftwo PeEoEs like 

tllat of fie o.igiml dialogw but lhis lim€ they had to insen lheir 

oD ideas and lheir os pelsoDl exptessioD& Moreover, l})ey had 

i€€ly chosen their par<strong>tt</strong>l€rs. Many int€resting and unexp€.led 

lanSuge beluviors and jnter?€rsotd acllos carc inlo play.

CHAPIER. VI 

THERESIJLTS 

'hi@.lim it ndelt ff e,Y€r, tued <strong>tn</strong> thc 

heD Ev@s Ctltlo wftou: r$ecive coary'' 

L

6.1 RESI'LTS 

CHAPTER VI 

RESULTS & INTERPRETATION 

6.1.1 Rsult of the Posl-tst 

Th. tables below show the resulis of th. Poct_lBt 

Croup 

2^* 

354 224 

No. ofSs. 70 70 

5 32 

Group 2t2. 28 

Scor€ 400 l14 

No. ofSs. 69 69 

5.8 4.8 

Group 2J2 

398 12l 

No. ofSs. 70 70 

4.6 

of lhe t<strong>hr</strong>ee 

An oveml look at the results of lhe posl-lasts as' shol4n h 

the tables above, rhe e4€riro€Dlal groups h lhe $ree scbools did 

b€<strong>tt</strong>er than the control groups. In lsble (4), lhe exF.trnenlal gro'.p 

in Al-Kuwait Sch@l $ored 5 wbile the co rol grolP's sc!rc was 

3.2 oriy. h table (4, lh. expcdmstlal 8!orp sred 5.8. Th€

control grouA on ihe other hand, scored 4.8 only fte sme i, also 

trw to the girls' school it tabl€ (t); dte eryerinedal srouP's s.ore 

wd higher tlBn tbe control group's Fmm this it b€.ores clcar that 

the 6rst quatid asked at lhe beginning is aDsw€r€d aId dlAt lhe 

level of acbievef<strong>tn</strong>t of €xperirnentll groups in lhe dEe schools is 

hider ihan that ofth€ coriol gro'rpr. 

To fnd out whedFr lhis ditremce is significant or not, the z_test is 

Nd a! in the two llbl€s below. 

T<strong>rt</strong>ld lor El! or}{l- d C.tr t{d oadtdeEirr€..ldE ir. M 

School Z valu€. rl 0.05 

z, 45> 1.64 

Hail z, -50< 1.64 

2,27.5> 1.64 

As shosm ir tlble (10) the sample z value, which is 45' -50' 

and 2,.5 i' lhe trce s.hoois r€sp€ctivelv is 8F.ter tban 1.64, 

which is lh€ value at 0.0J lq€l of confiddce. In other *ords' the 

differeme betw6 the two me.s i5 signific5tl. TIE expsiDe d 

solls did be<strong>tt</strong>er than lhe control oncs. H€nce the ndt hvpolhesis 

iH"l rlEt there is no difr@Dce betw€en the t$'o gro'.ps is reject€d 

ior Alkuwait dd Arwa schools For t{ail school' rhe altemative 

hvDothalis ELI ts ac.€pted w<strong>hr</strong>ch n €ns the exFrimtrhl 8rol+s 

"i.r.-et Ln* tran r<strong>tt</strong>" *ntrol grctps. Hencc statisticallv' it is 

orcluded lhat the Derfo@c€ of $e €a€rinentd gmlps is h€net 

t<strong>hr</strong>n that of th€ir ao.rerponding cont ol groups in all the schools 

6.1.2 R€.sults of Qucstiotrnrirc 

Rejecl Ho 

Reiect Hi 

The r.sults obtaired fiom the qw3tiorDire @ put irro t$ro s.ts: 

set (a) for ihe clG.d qu.stioc and O) for ih€ opctF Dd€d oc'

6.t.2 Re$li! of Qr€tiolllir. Sei (A) 

T.bh ll!l llKln* s.rod Od.ld 

6 30 69 

Bic v.bic 

I 22 34 t2 69 

C.disarr€€ DisasEc 

z 9 30 2a 69 

T.bL (r2) trlil scrool Oraddijr. 

3 5 30 I 69 

2 Big V.brs 

l l6 25 25 69 

3 C.disasr€e Disarre€ 

2 E 20 39 69 

rrbr. (r3r, 

I 

^,I s.rd Q!&irn ranr sd ^ 

2 9 34 25 70 

2 Bic v.bis 

3 20 ll 70 

3 C.di!.agrce Disagree C.ag"" 

2 2a 70 

v-v.ry'Gcd9|.ld' 

Thc t<strong>hr</strong>e tabls abovc al|ow lh. positiw Bpons€s of lh. 

$Estiomaire lsr a]. tD thjs set th.. qu€siiols w@ a*cd: (l) Do 

you like lhe way you have ben iaughi thie unif (2) How nu.b do 

you f.cl, !'v. you le?nt fioiD thjr unil? (3) Do you want to b€ bugln 

in the sane wey in fidule? Clearly, the main lendencv of thc 

rcsporles is in ftvor of th. pmposd lcameHent€red aPproacll- 

Taking lable ($) as o cxrl,plc, lhe rcsponses that come und.r <strong>tt</strong>u 

two cat€Sories "Fieltend' ard "V€ty Good" m.Le appmximaLly

9flo of the total rBponses oflhe fout-point sale qu.stioL Thtu i5 in 

reaard! to the 6rsl qu€stion of wheth€r the sMcnts liken dte ncw 

aDDroach o. not. The same ;s aLnost t re to the @ining 10 

Cuestiom ;n the sane table and to rhe otber two schoob. The 

diferences between the t<strong>hr</strong>ce s.hools are too slight !o be cof<strong>tn</strong>€nled 

d A detailed oelamrioa is gii<strong>tn</strong> in tlE st scclioo [6.2] 

S.t b, Poditive Rarult of qslioDDrire 

K H 

Cood rar, of rehi.s; h b.t! 42 .19 

'bddcdtjqe 

z Smd.ds m b@h!d i. th. Ei,8 Ftivilies 22 .ll J5 

l Sffi fl@riecd ro deDad on thAg!$! I3 22 20 

Foec 

orr*ung p-*t . uoriog t7 l9 l6 

5 S-nraearc*ourarcabseoeltsh 8 20 l0 

6 Te.ni@ is slow .!d sl@ln 1 9 5 

9 9 

8 SruiLnts tod @d @i.q bv thdslG 5 

9 T.ehcr @s 6r .I *ud€a 8 

l0 T.achn flRs h.lD ad $pFo<strong>rt</strong> 5 l0 6 

ll TIE( is r wi.ry oadiviries 5 

t2 T*h.r esbi6 h 3iropk Engli{' l0 I 

l3 T@bd ca6 for nerEs @e $e gt?'4q4{ 6 l 

Th. sludds @ aI &dite 2 

l5 Tl|e 3ludenls e gi6 chaE lo clEos l 

This rea.hd m a lw wy of l@<strong>tt</strong>na 

2 

ll 2 2 

l8 T.e!d .hcfi nfotdbtr Eon q!&nis 7 5 

l9 Th! rrbod tr,DDEehJ 6e6 $dcnrr' Dedr I 2 

z0 RolcDbY drM$ ha b.a inteFning 

2l studdrs fe€l th.y s lr€al€d 4 bu@ b€bss 2 

2t rsbd do6 mt irErfd <strong>rt</strong>ldd bn 2 

"tE 23 sodats e mr .Ad to @ke djsd6 0 5 

t4 Teh.r 6lbw @ l! ho@ s<strong>rt</strong> 2 

25 GouD m<strong>rt</strong> ..livity i! u5.d 5 

^bb 

r.ddi K= KMi, H. lLiL A= A4 S.' t'd6l 

Table (1o) lbove, contaid dlc positi\e Hponses oftF oPene 

€d qBtion (3ct b) of tlE $slioMirc. Th€ qEsiidn th,t wa 

alked ws: Dention the positive and negative slP.cls abo<strong>tn</strong> lhc 

teachins of this util? Casting a took at the 25 itcms listed in the 

table, gives us a Sencral impression rhat the majority oflhe stud€nt!

in the tlr€e schools fsvor this new approach lt is very impo<strong>rt</strong>ant to 

notice that lhe fequency of nary resPonses io this table is hjgh€' 

tho that ofnegative ones as shown in Lble (15) below lhis is true 

to the tlree schools. For more detaib look at lecdon [6.2] blow. 

Set B. Neg<strong>rt</strong>ive Results of Que3tiontraire 

fRDQ 

x E 

'Itis aDDrcen is slo* dd litu coN.ing 

T@h.r d@s rcl Day an.ntion lo misi.t s 

Sotr nud.nb do mr e Ensbh ir gou!t!94 

Som strd.nB do mt fouow ks6 3 

SonElim l@td sDc.b Ssr (mt foUov.d) l0 2 

6 trsc e rc1 @Epkl.d 0 l0 2 

A lot ofmi* ie turL duirs trcuD w* 2 l 

8 Tdbd witiDs on Bb ! i&gibL 2 0 0 

9 T@hd dc Bt rnd<strong>hr</strong>c inro Aatra 2 

l0 fh.E ir .or .D!sn wnins 0 0 2 

ll N6 cbe. is ciq lo rudcds 'o wir. on Bb 

l2 T.nhoo*s d ot im.Esine 0 

l3 Teb6 do6 ml chcl IFB wle 0 o 

l4 T@br d6 ftr e Bb ro nirc on t0 0 

In rhe hblc (15) above, lhe regalive..spoEcs lo the op€F 

end€d quesrion of dle dinSs they like or dislike abod lhe l€3me.c€rler€d 

exp€.i@ sr. giv€n. All thc 14 items sho* a negative 

a<strong>tt</strong>inrde lowads $e idca of leamer-ccnt€rcdrEss. However, orc 

can eisily rccosnize the low n€quency of..ch ilcm a! comlared 

b the positjve a<strong>tt</strong>inrde in th€ previous s€ctior Wlile th€ frEquelcy 

of d|e frst resatilt item in lable (lr) is 3,4,md 6 ;n the lnre€ 

sch@ls rBp€ctivelt it is 42,45 dd 39 tur itd one io the pGitive 

cat€gory. 'Ihis mrkes th€ diff€rcnc€. Hcncc, one ce say t<strong>hr</strong>l the 

general a<strong>tt</strong>itud. of thc ltude s towards lhe idci is positive. For a 

d€ta en €xplarution s€e s€ctioD [6.2]

6.13 Rsults of Ob3€rv<strong>rt</strong>iors 

6.13. .. Paldv. ob.ra.don 

I. 

2. 

3, 

5, 

6. 

7. 

L 

9. 

t0 

ll 

12 

l:l 

S-'Fd"bdbohsboa!.dd.dltY. 

sni.dr @uld bt hb eq€i4 tlti idder oFV 

oid! $.* @c drin6 rb! boys 

Nd r.nboob !t hs r4td+trdr 

Mor les lEd B c.qc.r.d (daF 6. li@) 

CtuuD divni! rridd b - ist itg E?r@ !t S. 

kvd ofElrlit b iqo$d to or d.grE 

Thid.ia .civni.. FoEd @livri.8lo LrF 

WhoL.Ls diEBid<strong>hr</strong> b6. @! Fss 

Though f,q bL ply diviti.. t@ Fov.d Fcit!. 

Tb Dda of bbb.uld! la b@ b rb iEtc 

Sb od.d3 ntd tbchErrli4 Ft b cLs 

Xsvii8 O. rdiorb Dlj/od leEh! !atdnll 

CoiA bq/.d l<strong>tt</strong> SiE L.-tr FoEd ro..ei. 

T*k @uld G.l rb ti.dt.tD+b.. b lh. clts 

In rablc (14 dE positiv€ ob€cffitiolB si! givcrl All thc l5 

observstions rle r.hvsnl Howcvcr, 6.t! ar. two tliD8t l<strong>hr</strong>! 

d€s€rvc to bc sftsted tErE. Th. 6I3i i! dlat lh. ob!.rvatbB shosr 

impmv@i in the iDord of lctF.' p.nicip*ioa Thc a.cod 

rhing is i<strong>hr</strong>t dl.s. obscrv.lioB t ll abou dle ti?c of lcr<strong>rt</strong>Er' 

crnrc<strong>rt</strong>d aaivitics t<strong>hr</strong>t wtrr fouDd ft.siblc in lt a$..in al Io 

garnial dt poritiv. otu.rv.don3 sr.pporr the pGitit€ r€ult 

yicldd fio6 th. polt t!.t iDd qu.diotrlrir!.

6.r3.b Negative Ohse.vition! 

Tdt. {lt N*oE R.spG olcbtu oh.adi6. 

2. 

L 

5- 

6. 

7, 

8. 

9. 

u l2 

13 

t4 

et t"ei"toC dud-I" !t"""d dj!.eeoidtrnl !.d dBFn 

cmu! drn/nis: 6n6Bba d rb. E y hcgi@i.g 

L,gc rml k rsq tic with .,q

6.2 RESULT INTERPRTATION 

6,2.1. Po$t-t€st lroking aa the <strong>rt</strong>sulis oflhe post-tEsts as shown 

in tables t4,t 9,;18.), OrE can cleedy s€! tba! dF .reerin€ntal 

grows i! te thR! schoob bavc ordp€rforn€d lbE @ntrol oD€s. 

Taking the fi$t school i.e., Al-KrMail d|€ pre-test results as 

D6$€d by th€ 'nea!' arc almost th. salne in ib€ two 8ro'+s (3.3) 

fo. the exp€rirnental gror.p and (3.1) for tllc conrrol group tse€ table 

m.11. The Post-iest r€sult, how.v€r, are different This lime the 

€xperinental group has renarksbly outperfonned the control goup 

with a lrr@ of (5) for the dp€riroenial group tud (3.2) for the 

control grow lse€ rable 7]. Ushg the z-r,est !o s@ ifthe difi€r€nce 

of llre is sisDifi@t d no! it is foud tbat the saryle z r"jue js 

45,which is gre$ter Oar 1.64 at 0.05 (5 p€r..nt lev€l of 

coDfder} ltr orber wor&. the difcr€ncr b€twe€n ib. two maru 

is sisrificant (table I0). 

Coning to lhe s€cond boy s.hool, Hail ihe rcsulrs of the 

post-t€sr are given in table (8). Hcre lgaiD the experi@Dtal group 

has scorcd hiShq thtu the condol grow and lhe difreme betwen 

fte plE-tesr ald post-te.st p€rfornancr quiie cle3r [see lables 2,5 & 

71. However, when lesting this against z-Gst it was fourd that the 

sampl€ z ialue is -50 which i5 < (Ls! than) 1.6,4.In olher words, th. 

H. is acc€pted ftis tine and thu! th€ ditr€r€nce between the 

dperimental gmup and rhe contol group is also lignfi@t a! the 

sain€ levei ofconfddce (table l0). 

Coming ro the sirl sohool dle pre-test n]E4 e (4.6) dd 

(4.3) foi lhe exp€rihdral snd clntol srorp Bpe.tively [tsblg 6]- 

In <strong>tt</strong>|€ post-iesl lhe expcimental grotD scDr€d (5.7) while tlie 

co<strong>rt</strong>rol aoup s.ored (4.6)<strong>tt</strong>abl.9l. This diff€rEr.€ in m,ars js 

foEld 27.J which is significa<strong>tn</strong> a! it b > (grstsr tm) 1.64 (table 

l0). 

From wha! is said abovc, erd from lhc poi<strong>rt</strong> of view of 

statistiesr it is @luded ihar rhc p€rfornanc€ of the erydiDenbr

groups is b€<strong>tt</strong>er tun that of lh€ir corresponding co rol ercups in 

alt the schools uds study. 

6.2.2 The QuesJionnsire: It has been indicated in lhe previos 

chapter (4) lhat the item of $e questionnane arc classified i'no bro 

catesories or sets (a) and (b). The former co ains close-ended 

qEstioB and the la<strong>tt</strong>er coniains oP€t-ended qlestiorc lsee appendix 

51. Ibjs kind ofdjvisio! applies !o the t<strong>hr</strong>ce schools. 

6.2.2.4. The Qu€stiotrnairc Table (11) shoss the results of set 

(A) qlaiiols of the qBlioNale of $e fist bo)6' school A1" 

Kuwair The first question in lhe set perLeining 10 the snrdenls' view 

of the lealu-mlered approacb. 30 of the toial tmber of $ose 

who iook the questionnaire (69\ giv. n .tce ent, 33 very qood, ad 

6 snrdents sy it is dr.rqae None of oF respondetus choose lhe 

beloe <strong>tt</strong>tdge scah. Fmm lhis on€ concludes that the mjoriry if 

not ali tbe respondmls aI! in hvor of u.in8 the suegsted lealEcentered 

approacll- In lhe second boy-school, neirly the sde 

a<strong>tt</strong>itud. exprEsred by alnost thc sa$e nwnbcr; 60 o'.t of69 I)'re 

uder the two scafes aI,€rrrr, afu e.ry g@A Orly ,*o studefts N 

agaiDst dl€ ide3. [See 6bl€s 12 & l3]. 

ftougb the girl group seen to t€ moe hteesled h th€ idea 

of lelM-c€t<strong>rt</strong>crcdms, yct only (25) old of (70) @BideB thjr 

approach d elc"rrer, and this is less lhan sny of dE boys' schools 

Those who choos€ to give it rerJ Sood ar€ (34). nis EBke! the 

total ofthose who @ strondy for the id€a (59), which is stil yery 

higtr Onry nin€ stude<strong>rt</strong>! giv. it avelaSe. fiose wlo thiDk tbat it is 

noi good or below averaSe ar€ two ou of the iotal mber (70). 

Cl€,'ly, the main treod in th€ tlrcc schooL is for lhe idei of 

The second ilem in the same set is related to the queslion of 

how mwh they thiDk th€y have learnt fion tI. utrit tbai has be€D 

laugti by the leamer-cent€rcd approach. Unlike the fu3t qu€stior 

lhis tiroe rnost of tie respond.nt! in tl'e t<strong>hr</strong>ee schools t€td to gmw 

under the |lllo middle scales v.ry good ann aterage. h ls oily Hall 

School in whjch 25 rcsporses hare been regj{ered utder t}'e sctl€ 

e"ne<strong>rt</strong>, wNch is, of course, th€ hiShest anong the tlre€ schools

lsee tables 11,12 & l3l. The central lendency rcmains, howev€r, 

toward the Diddle two soaies j.€., 'ive'iset ard 'big'. This pobl 

ne€ds some reflectior! as rhere se€ms to be some contradiction 

b€tw6 what the studeDis exprelsed in thc 6rst qu€stjon iD which 

the sme stvdents arc in favor ofthe leam€r-oenteEd app.oach. Ore 

losrible iderpretatior io this is that th.y tly io goup towar& th€ 

c€nter becaule this question .sks them how much lhey have leamt 

they do Dot warn !o lxlrqer.ie how Duch th€y Iwe learDl so that 

they are trE to themselv€s. This kind of b€havior i! also tue to 

tMy YeltMis who do not wa<strong>rt</strong> to exrggent€ p€rsonal tbjns 

itrcludiDs l.ding, 

TIle last ou.stion in ser 'A' has lo do wilh rhe studeds' 

adtude ioward usire ihe lade approach in fi.tuE j! lea.bing 

E slish. As can b. seen nom fte tabl€s (l I,12, & 13), almost all of 

{re r€spondcDts $y lhey agr€c- Od ofthe totsl oumber in lh€ i<strong>hr</strong>e€ 

schools (208) or y (4) studeds say th€ complerely dilagr€e with dle 

id€a On the othcr b3D4 rhc n'.'nber for dlo6e who cobpletely.Sre€ 

i(107); the difrcteG ir scf+vid. . 

6.42.b S.. B. Qm.l,or.tr.: 

The Queslions in lhis list ar. oFn-crdcd ,nd th€r€forc th€ 

list DNt be longs. For tbis rc5son ii ha b€€il foud appropriare io 

focus only on those itdns filt at! of the hiSlEst n€quen y and 

which are slEred in the t}lre s.bool!. So tabl€6 (14 & 15) sr€ 

squeerrd !o contajr oDly lhos€ it <strong>tn</strong>s that arE relcwnt !o study. 

This questio rsift is inwstigating the students' r€sction io a 

cetuin exp€den € and tbe rcsponses ar€ natualy cithd ld or 

againsl it. This me8Ds two oa&gori* arE necessary for th€ 

classfication of th. r€spo'ses. ]}o!e respoNer l}st ar€ for the 

applic<strong>rt</strong>ion of leameFc€$er€d approach 8rc thus call€dposnn, ard 

!ho6e that ar€ against it are called nega/}l.- 

6.2.2.b,r Pogiitve Vi€$/sr 

As shown in table (14) the r€spomes ar! pd accoding to 

lheir fequency and relevanc€ ro the leamer-centered experieme. So

lhc first ilen in $e list is dE highcat 3.or€d iten by . largc ldb€r 

of snd.nb in dp L<strong>tn</strong>!. s.hools. 

In thc list in tabL {14) th. ftlt ilcn i! tll. std.nts bcli€vc 

tlst lbb way of o?..hiDg is a good oE; lh. Earoo no8t of tLm 

givc b lhal it ltelps tlEm trdersLding ftis vicw ie shnEd by 

m<strong>rt</strong> 610 halfoflhc r.spordrlti i! lt! <strong>tt</strong>!€. l<strong>tt</strong>oob' A3 &t a9 tbis 

study i! coffad4 dtis a<strong>tt</strong>'Mc could suffct lh. Pupos. widru 

cvlo rhc !..d io 8o orcf rb. rcst of6. ilcms. 

TtE s€cod higlBt lcoftd i&m i! lb. oo. in whbh t}t€y 

cbiE i}3a lhj, way of i..!birg involvd tLn to &liv.ly panicipcte 

in b€ r€rious aclivitid. This tinc h two otd oftlF thE€ schoob 

ltuw! and Hri]], mrc t<strong>hr</strong>! h|f of $c rlspodld dbl! bc abovc 

view. In dl. third s.hool dF D|lmbc! is 22 ou of69, *bich b not 

loo bad ci6.r. ftis vicn is quit itracrlstbg bc.5n€ il tclb tu t<strong>hr</strong>t 

th. sedenB by now arc awsr! wlB! it <strong>tt</strong>clru io b. a Sood brguagc 

L.Iff, i}6t i! to take prn in t}..diftNlot s.liviii.s t tiDg plscc iD 

ckssroom. Thh kird of aw,r.tllss is a v.ry i4o<strong>rt</strong>ant dcvclogns! 

ird..d lrd coffi a. lb. c€rf.' ofS. lcsrDcr'-.mi.r€d 4pro..!.5. 

The third iten in fE ordcr of iInlorilrK€ in lhc san lilt i5 

d.iling vitb th€ snder8' vjew th6r this approecn o ELT 

crlconsg.s lh€m !o dcpcrd on tEmsclvca in solvitE problcrl! and 

in mldnS c€rrdr dlciriols rld !o fo<strong>rt</strong>b. 'ft. co!..p! of lcsu! 

d€peoding on tltcmlclw3 i! orE of thc bssic croc?ts of Lrl'rcF 

c.d€rcd .ppro.ch6. Th. id.. Mind $it ie tb wb! plpiis do ib 

th. ohs$oo<strong>tn</strong> should ..ho wh.! pcople do ir r!3l liG o'dsid. <strong>tt</strong>d in 

rcal lif., In oih.r word& lh. r.h.ol sbould pl!96t€ ppib !o clF 

$ith rcal life probl€m! ,rd hcc r!3l 3i<strong>tn</strong>dixu. 'nis con€pt ofsclf- 

.diar& i! tlat€d in lb. Nation i Ed|jcltind Policy of P*i!i.D ir 

whicb oG ofih. obj€cliv€s oflh. polisy r!€d3 

''rhc rop. dt r<strong>tt</strong>r ..htcdion 16 to b. 4t nd.d oc<strong>tt</strong> b It 

odnioi.l c!eu!,$i.t <strong>tt</strong> ld.t tb .idn W a@, 6@ 

i,nird@I to tub Nr" o nM a.fl atd p<strong>tn</strong>Adt @hb.r d 

@t ty. lut etud. 4 lt lots ..h<strong>tt</strong> td ,6 to b iBt lt .t 

ItM <strong>tt</strong>c b.do<strong>tt</strong>t A Trit cl1dh,4. dn ftq<strong>tt</strong>u ta tuh 

Echi,A @d noidhg tu<strong>tt</strong>ut b. d.rlq.d in ,t o. ,Nl 

ltblt to pdp@. <strong>tt</strong>rd.t <strong>tt</strong> b.,th lq ndt t dd lo .t plo<strong>tn</strong>zn, 

nosly t.f .splqr.nr. Io<strong>tn</strong>. e loli.y DrEr oueriE it

to 'Ct.tu in ppik a capacity lu Qr-k@irs ad ef' 

diw e nto! i&n hfuiaAqoc*.o<strong>tt</strong>iM touglbu lik" 

N.EJP. 19982010:7-l2I 

Th! nc)(t iten i! ll13t lhs kind of t€eching .ncounges 

ihiDlitr& This c.o.s at tbe h..n of lelns-c<strong>tn</strong>i€r€d .pproocia!. 

Agaiq wlBt sccoB to bc wonh adending io is d|aa tE 3tudcnb hsvc 

becm sw.I€ of lh. iEpoi.sc of did.itrg if cfr..live langulg. 

LarninS is to b. .cbicv.d 

Thc 6nh it€m i! abou dl. cl|am. dle snldcnb ar€ 8il<strong>tt</strong>r io 

llsc EDglbh in clss.srooo withou tbe f..t of mrliog nisi.t6 or 

evcn usiry bmkcn Englistl It is inierstiDg lhat $ch a vi.w cotB 

!Dor8 thos. al lh. top of rh. ffit rd.va<strong>rt</strong> poid to tb. Ptlpos€d 

approach. 43 a rrd.r of hct, it hts becda dtmsl fuhiombl€ st 

pt!.-d io stexs rhc poilt tb<strong>rt</strong> LDguagc b Ec ard pon of snrd.db' 

w.3krE$ in E rglish i! a<strong>tt</strong>ibu€d !o bck of usinS wh.! dFy h.<strong>rt</strong> 

lcsmt h clarsroom for r€at comuicalive pupo€6. t 5.Er- 

c.r crcd apprca.ha3 eirc 

pdority io ftErFf ovcr a.culacy; lhis 

hspFff ev.n wh.o lcarm aE sdn kanioS; i!.y are io b€ 

cncou"aSrd !o sp€rk cvcn dlough dEy |II6kc ftbtakes. r,eming dE 

laqnsgc it!.lf is idcntif.d wirh dl. abilily io ue€ ir 

' tami4 L *a a. pr!6 h shnh rh. lt6 e wDlt 

rDwLdSc d *ilb tby llw itr dtlt to dt w of th. 

now of irbr@rb! <strong>rt</strong>ui.8 !\ rhs.6c, e ir.dl Fo€ 

shich ! ruLl, d.9@d. uPoi tb bDeLd& of tb. E 16 

.!ady h.€ .!d tbir lblity ."d tutiriliD ro E if' 

(HutcbiEor& War.r!1987: 72). 

Th. oeeri.ncc b $noolh ard rlow; thb h wl|at the slud€nts 

say in ihe o€xt it n By 'sDooth' !!d'!low' lb€y n€.D lbt t}€y 

at! h4py wilh it bccansc thcrc i! m lasbn63 !o covcr rh. 3yl'btE 

iDs.Dd djoyitrS lb. l!.rDiD8 cr9cti.*. se 

th. ci!. i5 with Erdi<strong>tt</strong>oEl appr!.chca 

In dtc s.vcdh it m drc stud.nts erprls! lhcir l€ .tion io what 

tltcy say 'lcicls paisi!8lh.s'. \Vl€n a l.€rF dk€s a $.{a$tuI 

au.mpl, dE rcrclE pnbls hirn l.r for thst aialqt A! a r€uh lt 

Loffr 6cls a s.(a. of achievem.d atd lhi! bt!.ds in hl' 

confdcncc lnd d. will io do morc. This i!, dE !fo'! nitud dmA3l

to eve.y huran beiry thal there shoutd be some kind of rewad tur 

nl'lher ard nore @hi.venent. Bul pmise is r,ery recssary to 

children and yous pcople. This is evid€nt sinply bsau€ they 

ention it here to sy that they tlEDselvs n€ed ir. 

lien number eight is one ofrhe iniercstirg responses because 

n is urepelte! to be sajd by tbes learn€rs in panic'rlar. To say 

tlat they @ given a ctance to find word n€ehg by lhmelves is 

som€ thirg lo be bighlight€d b€caule tlle nornal anitude is tlat 

teaches should lell lhern the meaning ofwords. 'Il|ey rre to be rold 

mt !o infonn otb.B. Now dll|t a$inde ;s differcnt Brd this dnws 

th. an€ntion to how learner-centered approach€s are ne& lo lll€ 

E<strong>hr</strong>c of the learcr when th€ general arnosphere is he.ltiy and 

ftiendly. Firdbg words n€aning is done by a nmber of 

techniques: GKing words fiom lben conrext is otr€ of th€se 

techniques. One h6 to add thal the stude<strong>hr</strong>s' inte.est in the id@ of 

findirs words by thebs.lves is be@6e thjs rahdqu€s r€4un€s a 

me al effon and seDse of achi€venenr is tulfll.d eh€n lh€y 

discov€r lh€ mediDS by themelver; thi.s rcrDinds us ofcolc€pr of 

praising.jusl refered io in the pre@dira item. 

Item numbe. (9) lhe studenr! me<strong>rt</strong>ion rhar rhe (e&re. cares 

for aI $e students. Apparenrly rhis poiDt seems in€lev&t to the 

idea of lemeFcenteredness, bur this is not $e cde o€caBe 

students hqe refq to rney qurliris tlEy wet to be in rlEir 

retrhers. Ianers. for example. is a \ery imponanr lmir: symparhy. 

ce. lo!e. etc. all alE Eessary for d) t*her. Dealing sirh aI 

leamers equally without a.y kind of nepotish a"d favor do€s make 

a ditrsence in <strong>tt</strong>e e'€s of the teamers. AI this is ar th€ he€rr ofth€ 

teache.'s rcle in ieuer{e ered app.oaches. uen number ()0) is 

come4ted io th. idq of c€E; th€ sMeors say th.r tbc leactrer helps 

and suppons then ftis b lan of hs role. lffrsd of rhe previou 

rol€ of rule inposr behavior 6trolu, he is mw ! sujde snd . 

neber ed this i! wi6t tc sbdeDts wa!r_ 

The next item (l l) the r€spondeits menlion the idea of the 

vdiation of activitis as b€itrg irrdestin& This i! nol a rcw thjng, 

bu! the probl.n tu that trEny rEache6 @ oblivious to iL WlEt is 

n€w is that it is the stude<strong>rt</strong>s who say ihey wer thjs i,arjatioo. 

L€amins must be d enjoyable expsie@ ard pan of rhat is usins a

variety of techniques and leaching activities. The idea that the 

students de bejnS aware of activity vdiation is eisolial to the lask 

of hdividudizing iDstmction (Papaia" 1976i 92). 

Item (12) is not directly relevmt to lesmerce cred 

appmchd; when they say tbe Eche. uses simple Figlish this cin 

b€ apllied to any languge ,eacher ituludinS the leme.-center€d 

ie3cher. In iieB (13) tb€ sndent! stuck $e idei of accwacy/ 

fluency or fomrncani.g r€larion. 'nis is one ofth€ most d;sputable 

issues in lhe 6eld of ELT. lbe connid comes ftom lh€ dsument 

ov€r which anes fiFt. Should accuracy prEc€de fl!.ncy o. the 

vice veBa? For leameF@Dter€d approaches fluercy cotB EBt ard 

accur&y should not be oveFmph.sired. h is an imporrant srep rhar 

lhe s<strong>tt</strong>dents themsclv€s nletriion rhis! which slows their tud.ncy 

toward neaning, not forln a rhe case is in all the traditional 

approacbes io ELT- In oths wordr thc studmrs bave somewbat 

b€core awarc ofth€ conc€pt of leming a language as a rEai! of 

commlcation a! in real life situtioB. 

tle espondenB in nem {la) comtrr on rhe antrri\en€ss 

by tleir clasmat€s duing the rschirg process. Mey hcroB 

conoibne lo ftis, all of which com rnder th€ l@rn€r-cenreed 

approach characleristics. But it shodd be .erDembered too th!! jf 

the sM€nts e .<strong>tt</strong>€nding ro the teacher and ro the ctass activities, 

rh€n this is an indicarion dEi goats e beirg achieved 

Itcm (15) ii wonh coniernplating aid comneding orl The 

s<strong>tt</strong>dlols exprcss their impression rhar rfiey de gjveo soDe freenoD 

or cnore D h.ndtD8 some scriviry. Thjs is cennal ro dle concepr of 

Iern€r.@teredlls b€se $thoLd fE.doo of cloic€ re.achim 

ce nder be cslled le.m€r

It€m l6,l7,and 18 view the exp€rience as a n€w one to the 

studeni! and lhat h ls so<strong>tn</strong>€ ad6aag€s; il makes tbem feel 

conlident of th€Dsclves. The teachef has also been elicitins 

ido@riob tom th€rL he h nor spooFfe€ding dm as fEy 6€d 

CoEing to dle nen il€m (20) the studenrs acknowledg. thar 

this way of teachn8 alows th€n ro us€ Enslish in classrooro" Ihis 

is am d significrnt dev.lopne in the studenrs' awarcness ofthe 

Mtu. oflanguage learoing d .usc'. 

Among the rcst of the items of relevancc is (22); he€ the 

studenis d€ courag€ou €nough to confess that rhis is the 6$t tire 

OEI they e heated as .e3t lunan b€ings. As a ruter of fa.r rl)is 

ide3 i! a surmary of all qualiries rlat are ne iored abov€ and 

which aiE basic to lesmr-.€ntercd approachs_ For a |esrcr ro Dc a 

secesstul om. be has 68r ro teet rh.r he is being deajr wrh as a 

Dt@n beBg not as a t@hjft. 

622b,2 N.Srriv. Vies,!: 

Urder this careAory 14 itens arc exprcssed again$ tbe 

erp€ncnce oey are exposed to Ise€ rabte I 51. 

The frsr obsen€tion in rhe lisr is rllat it is stow and thu! time 

con:urDl,& The srl]dors aE quire ns<strong>hr</strong> h rhis. tr b^s be! a da y 

rouu€ tbat the exFrimenbt grcups aI€ behjnd rhe control groups. 

a surproe at aJ besule a tesoo n dtr lebd_ 

cmteEdness equires diffemt techniqug: ir rcquircs soG kind of 

grve-ald-|,*e .ole by dE ditreenr pa<strong>rt</strong>ies in rhe ctassrom 

Acuvt|e3 arE opeDrnded ard dEy arc nor dy more conno cd by 

tbe r.aclF alore; gc sM.nls do sharE a pan of tbjs odqot. Ilk 

4) mnuLes p€nod $ oo morc v€lid. <strong>tn</strong> orher wo.ds, Lhe mt@ ofLhe 

lsson }as chaDged asd th€rc is no n€ed io stick ro rhc rEditioral 

cmcept oflesson and l6soD tiBing.

The qBtion Olai miglt be esked herc is lhat why do lh€ 

snrdenrs take the 'time issue' as a ne8ative oft? Th€ arswer to lhis 

is thal they my be still unconvinced that how weli and nol how 

huch flat rc311y rna<strong>tt</strong>ers. lt i! not e3sy to cmpl€tely get rid ofth€ 

grip of the deep-rooted sysbm in which the lesson must be 

cospleled iD 45 minuies ard he cou.se within the school ye{. 

Hoeever, lhe total numbe. of the snrdcnis who expr€ss€d this 

adtude b ll in th. tbr€e schools. Ilis do€s not pose a resl firar or 

show any contradiction to ltu positive anitud€ they hav€ show 

TIte second item in iopo<strong>rt</strong>arce in this lirst is dtat in which the 

respoidents sy OEt tl|€ tsch€r ds Dot pay an€ntion to rh€ 

stlde.ts' mistakes. Her€ again they ar€ nght becaule rhe reacheF 

res&chs adopts the leamer-cent .ed concept thar lerrl€n should 

rlol b€ inteEl'I<strong>rt</strong>ed while they are in th€ pro@ss ofconununicarion. 

CoEeclion if any lhould be only when xni$akes are in rneariDg not 

forln. In orhe. words when a mistake r€sults in mis'fldeEtandins 

theo it ha ro b. treired. Th€ srudats lsE a<strong>rt</strong> EfenDr ro tlr€ 

Sraflnarical mkrales The reacheHesedls had. oi course. 

explained the Etjorale behind <strong>tt</strong>ot mrecting some eFo.s but ir 

s€ems as if somc of rh€m are srill llMnvim€d ard confirscd abour 

the idea. Sore other f&tors Day cot<strong>rt</strong>ribute to this pdsisrence. Ar 

this point one has to reehphasiz! rhe philosophy oflearn€Fcent€r€d 

sPproacn.s b cnor corE tio Fltl4y ir le.mseDr@@ss 

tat€s p.iority: some mistakes have !o be ovqlooked by the teacher 

for rhe sale or fl@cy. 'Ihjs phitosophy i! staFd by trlris 0rwi! 

ad HiL 1965: 90, in (h. foltowi!! lins: 

''Ir eli is l<strong>hr</strong> lmbg b a onptar advny dd @y 6.ios 

@atrihlc !o lhe sll€ or inw of th. iodn!@ Ensus. 

kmi O* of rhc mn injpo<strong>rt</strong>anl facros i! rb. rdm s 

@ntd.r ro sqr.d d a llstc So b mphsizbr rb. 

di6.ut' lh. iudd nbles, @lrB nlqu! v ';mi* $is 

In item (3) lh€ studeds are criticat of ltEir fellow sMenrs of 

not uirg hglish during sorp work or pair wofk. This is tlue b 

some enmt and the researcl€. has been conftorred with. There are 

a nunbs of rcasons for rhs. First of.<strong>tt</strong> cl4scs e oveEroeded 

whicn nakes it, to soBe ar€nr, difrculr fot the re&her to lrl@rc

and move 1o monilor the group aclivity. Secondly, studenls are 

weak in E glish and one I:dor expect them to inpmve widin 

days or weeks. Tlirdly, this is a new practic€ fo. the studentq it slill 

reeds dune lo derelop to a habit. FounNy' discipIre, which is o 

incr€alinsly srowins phenomenon in the Yemeni schools, does 

play a role jn tbn problen Bur one sloold not fo.ge! ar the same 

time thar only a few studeds who ar€ not usin8 English and they 

are tbose whoD tiE teacher could noi ide<strong>rt</strong>it. Fu<strong>rt</strong>her, the Dmber 

of lhe r€spondmts who express rhis dismy is not very big. They 

lre (ll) studdts in the thiee groups. Those who express th€ 

oPPosite a<strong>tt</strong>ind. ar€ D@. 

The next regative response is abour some ofdc sMents who 

are rol followins the lessor T<strong>hr</strong> is rather ambiguous because il 

my meatr thal they aE nol followine then cbss fellows when the 

laner are irvolved h soDc acdviries. It my atso rneo that rley are 

nol followiie the Icacber. If il rcfers to the former, fEn thjs is 

mnral bequse snd.<strong>rt</strong>s aE nor accustomed ro pay anodorl io 

those who aE jDst like th€n If it refers the la<strong>tt</strong>er i.e., tlc teacher 

.h€n this is th€ teacher-Es€archer,s frult. 

In rLem r5j rhe s<strong>hr</strong>denb comptain ofnol foUowmg dle rscher 

beqB€ he sfEak3 fast I his is a rcseeheFlqche s peaonal 

prcblem Td u has roLhine to do *i$ rhe apprcech s a spproach 

ro LLi. ine teacher-researcber had ako h@d su.h a cosptainl 

from.som of $e students esp@ially ar iJE begimine oi $e 

. . 

h ij iremi6t that is inreRs(ing in fis caregory od ir has ro 

qo s'<strong>tn</strong> ue s<strong>hr</strong>denE corEpla<strong>hr</strong> thal dF tessols de nor firjsned in 

|ne g,ven rime. Thj! is atso Rlar.d lo rhe rcsfD6e D rr€n nurnber 

(i, m uus calegory. wbjch B abour dE qasuge of rnne; if tlle 

iesen |s nor nnBhed wirhin <strong>tt</strong>F given pqiod $en dme is 94tcd. 

But accordrg Lo Ur philosophy of teeer_eorcred approach.s, 

I|me D urs way |s nor wasredl on the conb-ary rl is saved becausc ir 

used properly. The prcblem ; tbat fte studerir sem ro look io rhe 

lesson from <strong>tt</strong>€ l.-aditioMl poinl of view as a sclf"co ained unit 

ulal mrsr b< complekd wirhin 45 ninures. They are nor used ro 

take pan in t,'lc lesson and rEke a ver) good us of n. They. tite 

lneu Fach.L belfv. in he do ot di. tuIa, which orerlool,s <strong>rt</strong>l€

qulirative natue of leming. On the other h|nd, leaner-cenrered 

teachers and stud€nts se lhat th€ conv€ntional division of l€$oB is 

€ther a.biFary and following d|at division litemly is not a mul. 

Every thirg is lefi 10 tbe situation and to the difrer€ Dadies. which 

can decide whd! and wture to stop a lessorl h additior! fo. 

l$mer-centerecL€ss lssoDs ar€ not an €nd by thens€hB; Elhs ir 

is th€ in@ction ard the ov€ra]l exD€ri€nce. whicb m<strong>tt</strong>crs- 

Item number (7) is relared lo th€ noise naking duins gmup 

activilies- This is mther ee3htes, of lesffi{are.€drpcr and it is 

a well-ackiowledscd pmblem. Ir is consider€d an avoidable evil as 

a pnc€ for the inienction aDd active learnins Geven. I 979: l2). 

rhe followins response has !o do with dlc .esearche<strong>rt</strong>@her's 

hardniri.a on ihe btack bo3rd. The sruderrs are mt 

accutorled to the way he wriLes whjch may be d;tre€ Fom dEn 

actual Lechers . Howevs, rh; ds mr r€tale ro rhe expsi@nr. 

h iiem (9) four sMents out of the rotsl nurnbe. (208) 

comphin of dE abs.nce of b-astadob ro AEbic. I}€rc is nor,\inc 

rbange. abour rhis for ir is difficulr to imagine tllar a deep_rcore; 

habir l<strong>rt</strong>e leachitrg t<strong>hr</strong>cugh FdEtadon can be forgonen earity and 

within ths shorr pe.iod of dme. Fu<strong>rt</strong>hea learnm ditrer in rhei. 

nodes of leanilg and even uder learEr-{enreredless rbere mis<strong>hr</strong> 

be rEny leameG who favor rh€ 0zdruonat way oi,eachiry. B; a 

nention should be nlade in rctarion ro rraBl<strong>rt</strong>ion and that le!t@_ 

cmiercd appro&hes do nol forbid r,anstation or rI. use of the 

mo$er lolgue. As a @ner offac! tlE rlotll€r rogue (MT) codd 

be us.d if il helps coDrnunic€rion ad fa.itirstes mt€ra.non ard 

w qstaDdirg. (Nalas.o iD A<strong>rt</strong>her. 1988: j5) poinrs our 

''rh...e ol 'h. @$.r rodsu b chdk uxrduJdi.s {n 

pmwc .xpurat'on @ br very podutiw ad nuy ,rud.nrs 

shurd b. v€ry tetcd,f rh., wE rotd @t to do e h is 

rh'y' wordry disng Lb. .dv.drg6 ard disdvldre4 of 

ffinue b D. Dtba blfu,. 

. TIle resr of rhe ilems (10,11,t2.13,r4) arc of very li<strong>tt</strong>te 

relevec€ to the snrdy in h.Dd; they arc norc or l*s rclarea' ro te 

le5ch€r's p€rso.aliry or fte macnal qualjty.

Geneally speaking the negative rcsponses of lhe studenrs' 

anitude loydd tle proposed approacl a! they de rcnd€d in rh€ 

questaonmirc do not affect the resulb ofthe study n gativ€ty. The 

overal iDpressjon ofthe snlddt!' a<strong>tt</strong>itude is in favor oftbe lcamerc6l@d 

t€achinS tbey have exr'€ri€Nen. 

6,2J Cbssroom ObseR<strong>rt</strong>iom: 

Like tle cae with the questioniaire ctassmm obsenations 

at€ abo clasified ir o rwo nEin cala$ its pNitire arA neA.civ 

6.2.3,3- Poditive Ob.edltiod 

A qujck look ar the lisr in trbte 06) shows us tlEt tlFrc are 

t5 ;tellls. Tt€ list is rhe exrscr of tI€ obs€rvatioru in th€ tlme 

s.h@ls. Again tlE obsenatioB are pur in the Enk ord€r aid 

according to tien frlquEncy. 

The first irem in thc iisl is about the drarnadc nccase or the 

stude s slo_pariicipare &rnety i, rhe vuDus laguge ctaslmm 

adrv'r'es.. fi E dtanaric bccae ar rlle beSrving <strong>rt</strong>le mjoriry of 

hose sludenrs.werc b a srlte of puzrenar snd hopctessoess. This 

was rcIected n Ir)€tr palsive st,nd. Only afer a ftw lessons in d ! 

suggesled approach ard aner Rp.aied r€Dakes, b) r<strong>hr</strong> rcsearcheF 

,eacher, of rh€ benefirs of rhis way of r*ching tearning. TlEn after 

a lew |esffs they begin ro latc ps j! Lt|€ ctassroom like tor 

:Yyn..:*,ls querions siving su€eesrioE and iniiiariry ide4 

ard tE like. To*d.b lhe end of rlr taching ,trljr Dosr of rj. clas, 

nave oecome erjvely in\,olved. 

" , Tle nexr itern t2, has to do with lie srudenls expGssing Lheir 

le€hgs opeoly ro dE r€acj€r abour then oioyEed ard i<strong>rt</strong>e;r ir 

Irus w-ay.ot t:achirE. Some of ft€n sy rhar it is lhe firsr rime rlEt 

vte) le€r. 'lel @ l€m E eIsI: befor€ Lb6r rbey s3y b.y w*

hem (l) is rclated only 1o the gnk. It has been obsen€d thar 

Sirls are nore notivated and er$usiastic !o th€ experioce. this 

was urexp€cted and perhaps hdd to €xplain. Thjs enrhusialm helps 

a lot in moving smoodny in rhe teachirg te.injques. 

Tlte founh obsenadon is about the texrbook. This is rhe fiEl 

y@ for the 'ew marsial to be raug<strong>hr</strong> in ptace of$e previous one 

(Em. 'Ihis r€w mterial is nuch be<strong>tt</strong>er l<strong>hr</strong>n the otd ore. fr is morc 

fldjble dd co easily lend ;r3e[ ro b. laugh by udrg lesmF 

cenLercd lechniqu€s. For mre inJomurion oD $n sec lasr s(uon 

ofchapte! [5]. 

In item (5) ir has b€cn obseded thar excepr for rime, most of 

the lessors ed activjti€s bave beer don€ ac.ordilg io whar has 

b<strong>rt</strong>r plamed. Tlt€ fojlowing ilem t6t is abon grolp activirics. Ar 

IJ)e o€g'tlmg studftrs @uld rcr s6nd or cornprch.nd pa; ,nd 

8rcup wori suh acrivnies w€n somewhar odd ro thenl Bur 

gadudly udo th€ persisrmt eFon of$e rcsearcnd-teacher, they 

seemed to be coDvirc€d ofrhe vatu. ofthis kjnd oftecbnique. 

- ...t" S". *I obseruadon r7r some kind of;nprovenent oi. 

EDSxsn e b) Lne hame6 was obsNed, A<strong>tn</strong>ong ri. hcrols thal 

con<strong>tn</strong>bule to rhjs is rhe reehtr\ enco@gemenr &d p6ise !o speak 

up. F@xy rhey brole rhe siletr@ snd man) ofth.o cjm to ho* 

that oley could speak EDstish affs aL 

- , The followingobs€rvarion (8) is about tl|€ ficl rlEt rhinkillg 

and,reaonrng actjviLies have gaimd h hore ard bore iDponaf; 

0y <strong>tn</strong>€.p3ssage of time. Tt. studenrs in the difrercft Sroups show€d 

a considdblc.inrercsr ed entbusirsB ro h3ve puzres and probleD 

sorvDe 4trvties <strong>rt</strong>'lr pose somc cha enge and deft€Dd tmlal 

eron loêlve qT.. ft T^* for rhis may be tl|€ dotivaring 

natur€-or such edivities and pe<strong>rt</strong>ups Lhe growins awa.eness of le 

ro|e ot.0 duE b largEg. teamin8 in panicujar ad ro fr-tur life 

oemands m B€Rml. In rhis comecrion Vright I I o87 E9) obsfles 

r ta B rcra<strong>tt</strong> ety inotanon i, lanAuge ruchi,E which a,tu to 

ercouaae .tearnos rc thiil .titica y about fte w<strong>rt</strong>d the! tive ih 

and lhei d4y ro day ptobtetu " .

llen (9) is about discussion as a teachirg te<strong>hr</strong>iqu€. It was 

obsw€d lh.t nlary lsoN w€re cndcteriad by some son of 

d;scu3sion. This happens because the students found ir quire 

suirable to exprels tbenselve!. Morcover, discussion is Dot 

deDandjng in Egards to class nal]agenefi or chaiE resrEnAcrD€nr 

Itd (10) is concem€d with rol+play, which is a new 

techni$p to lhe groups; th€y llav€ never us€d it b€forE. Ar rhe 

beginnins they found it diftcul to handle; but evcntually it w6 

proven p6rible. In sore of rhe gro'4s it las bco uscd Dor€ lbar 

once and its use varies fiom one group ro ,norhe. according to the 

Eturc of the I.sD ard thc extent it leDds its€lf io rot+ptay. 

Moving to obswation (ll), il r€ s us about the consiant 

incrEis. of the numbe. of tle bnSbt sMedi Whlr mak$ rhem 

app€d and core i,o the open is their panicipation; oti€rwise ir 

wouid have beeo ditrcult ro diic-o<strong>rt</strong>l iled! llis Dmves the 

alsumprion rlsr leameu do have krowt€dge by mtur€ ard whar is 

re.ned is to giv€ $m a chane to be dis.ov€r€d ed 6.lso sorc one 

to do rhal ncm (12) is closely rclated to rhe abol€ one is rh.t rhose 

snrde<strong>rt</strong>s who were known to be sby or werk u both b€gan to 

pa<strong>rt</strong>icipate in the acrivjri€s. this happ.ned lowards ihe end;f the 

er"erimot. Tfle Msor might b€ that th€y becaDe awaE tbat th€ 

only way our for them was io advdtue. IE conpetitive 

adDospherc nigbt bc arodEr r€aeo. Bur why mt rle tsmer_ 

cenlqed iechniques thebs€lves arc ro b€ acrouDred for aI this. 

'the next obeNation in this list addB*s $e point rhar ifrle 

studerb de lold the ratiolde bchiod a c€<strong>rt</strong>ain activiry, rlis ca! be 

qule.prcdEri!€. When Lhey know the .rrl.ofdoing Lhe ac viry 

LDe' D€.om noc invohcd and eyd rhe; @dcrstandD8 be@oes 

qurcker than wlEn rley do tror k!ow_ 

Obsrmrion number rl4t B dealing $id <strong>rt</strong>e posibiliry of 

Somg Deyond the t.sson in ns Eadirional s€ns where rhe tscher 

used to stick to the prcsribed materiat as ifir weE e<strong>hr</strong>a,ar. TheE 

pEctic.ally. Iljs rnales teaching a *orld of irs oe;sirh linte 

cobr|ectio wi6 rcdity. tr dE exp€riDdr- lbe ide of8oitrg b.yotrd 

uR ressor proved qujre possibte. A good exmple ofr,\is is diatogue

(2) lesson 2/4 in the old texlbook. ln this lesson lhe studenrs 

imagined themlelves as in real lif€ sjtuation and acted oul tie 

dialogu€. The Iw rextbook, howevq, nules a good ue of rh€ 

'b€yond lessoD &tivities'. ltis h I advarlage over its precedin8 

tcnbmk. 

Firully, comes the obserntion of the feeling of friedship. By 

the od of lhe €xp.rieDc! rhe tecber is abl€ io fe€l the i<strong>rt</strong>i@le 

ahospherc wilh his pupils. Ihis could b€ noticed ev€n by th€ 

eatherirg of <strong>tt</strong>}e sruderir arcud the rcserrcher-reaclFr dBim th€ 

bre-kr and belo€ and aRer *E tcsso6. Many of $em expr€ssed 

their personal aniMes and srdnde and s(tr Erk€d about rlen 

f,€8onal prcblems ed so or This may b€ a indicatio, of rh€ir 

liking ofthe approach rh.owb whjch they wer€ tausht. 

6.23b- N.S.tive Ob6emtio6 

Table nlmbcr (17) gives us a list of 14 ilehs, all of*hich at€ 

recorded under rhe negarive obswarion caregory. 

T}'e first observation one comes across urde. fiis car€sorv is 

uE tuarl,s of despair otr |ne .Menrs faces in rh. firsr few t;;c_ 

Thee mrk we.E pecutiar only !o th€ experinental goups in lhe 

boys' lcboob. DitrereDt rersons might srand behind rhjs. Filsr ofal 

lhe t€aci€r was ncw to the snrdenrs and he c€m n€arlv in the 

middle of rhe y€s. Then th€ rechjng $ay wa, new and $en 

sFoAc to lnem. Th€ r€search.Fle4lEr had !o inlerf.E now and 

<strong>tt</strong>b ro j6rii/ hiDself in Atzbic. of @u,se. The siruadon cha,aed 

elen ro Lhe orher efferE as h,5 b€en jusr 

Wilh the feelins of despaii some kjnd of contusion was 

exhjbned by a crnsidenbte nu..nbs of srudsll ftis bappens 

wh€n rold to wo* in paits and go,rps. B,.d this wc .xp€cLd fion 

the sndenrs *ho are ooly used b a lck_st.p way of r@bing. Tle 

teacher hd ro nmird lhem rine and .gam ofrlE benefiE ofstrh 

goup acbvitjes. An acceprabte prcgress bas bco achieved in rhis 

regard. Howeler, .neF rernais soDe kind of dberisfz.rion wiLh

8.o!p .ctivilies by som studenls. ExDe<strong>rt</strong>s od l@eF@nteredness 

inibm u! that s@h a<strong>tt</strong>itudes arc nornal and !n.y snouk b€ 

w€lcome 4 natuml bequse p€ople leam by ditrercnr modes. Thi! 

js a pan ofth€n individualiry, $rhich shouid be rcspecr.d_ 

'the <strong>rt</strong>'ird obserarion has to do with rhe problen of tiDc. 

This is <strong>tn</strong>e same obsenatioD tlEt hls beeo mentioEd bv rhe 

students in tlE negarive category of rh€ ques<strong>rt</strong>omire. A d bas 

been said about this dd whal rely mders is 10 be awar€ ilar 

how well not how much !o @ver oftlE msrerial. Tlinss aE io be 

judsed by their Bdts. 

Observarion (a) is rouching ulon rhe difiicutry rhe bacher/ 

ressrchs raced wher clEckin8 ard mooi.odng group acdviris. 

InB e.s dE to rhc large nmtF of sruddls p€r clars. Thc 

prcblem was more evid€nr with rlE gi<strong>rt</strong>s' school b€ca6€ of s.x 

ditrercnc€s r'/ith researcher-teaclE.. The rPxr obs€narion (5) in 

thjs List is d|e problem of rhe tale dival oi eme of d,e smdenB 

especially in the evening shift. TlJs was a conmon pneno,Enon ur 

the fiBt periods of$e day. ftou8h rhis d;t'<strong>rt</strong>ed tle ctass yet jl 

did not atrecl the oveFll outcome ofthe lnrdy_ 

obsenatjon (6) has to do wirh lack of disciplinei this becomes 

ve./ alllloyDg esp€.ially during goup acriviri€s. Sone $udeDrs do 

not take the activiry seriously and become disruptive ro oth€$ th€ 

result of which js finle b€nefii is achieved. tsk of discipli*, 

however is an inte@tional ph€nonenon ond it is panicrnady 

strorg in ov€rcmwd€d clases. Ev€A her€ i<strong>rt</strong> pabsratr rej.Ders 

cMplab of this probl@ric bebayior of sobe of tuir sntde s. 

Obs€nadon (7) slaEs rime p.oblem wfth observatron nuDb€r 

t<strong>hr</strong>ee. above and rle 6Bt one of rhe n%arjve car.gory of the 

queslornaE. Tt Froblem ot lhc experitrDtat groups was behind 

tbe cnEol gor.ps. Agaiq oDe can say thar tlle EnrE of t.3mercetuered 

approacb€s dep€nds on wh.t rhe s<strong>hr</strong>dent! cal) bring wirh 

lhen to the ct$sroom The coftol ll!ture of {le t€achtr in ft. 

t ad;tional nerhods nakes eay for him to control the activilies. 

Fwd|e<strong>rt</strong>l|oi!. wirb exp€nEnlzl gmlq, s lesson ietdcd a nunbs 

or acn!'bs. rne sDe 6not E'le wirh co<strong>rt</strong>rolgroups.

In the next ilen (8), ir was obsened thal some students come 

to tbe teache. complaining to him abou the mtue-rnakirg 

phenomenoh. For the teacher-researcher did nol take thjs as 

prcbld becruse dft i*uc has be€n addBssed by $e advo.ales of 

leameFcenleredness who argue ftat noise making is a natural 

produ.t of ir{emd;on ad no way to avoid it. Ir sbould b€ acce$ed 

as far as this does not distub th€ next-daor classs. 

Obs€rvations (9,10& 1l) shar€ on€ comnon cba.acrerisdc 

and Dat is the sMsrs ,rc s6mly werk iD E Etish, This 

wealn$s is r€flecred nEir y in thei imbility to folow som 

iesso! instructions and h abseDrirg thenselves fion clssses. 

Observation (12), which is abod studenrs nor doine 

hoD€worl. Ar S. begiMine is sas EE ro atmsr all of tr; 

sMents. Tbe girls, howeve., were be<strong>tt</strong>er rhan the boy3. ftle 

rese€llhs.l.lcbs k€pr i,sistin8 aDd eMu,"gjns ahd r€[i,s d.n 

|ne €trcmle behind doing ir. He had for exampje. ro r€mind lhem 

<strong>tn</strong>al lEmrrg s oos lmkd ar as a peBoDal ahir, ir wh,cn $e 

snrdenh nave ro exe.r some eFofl ro team. Tley have also to llke 

rcspo$ibil<strong>tt</strong> of $e; own teaming lffir-cemerq appr@cnes 

are based on the principle rhat teaming is rotalty derennined by rhe 

Ih the nexr obleration i1 was obseryed thar students were 

cmzy ols InsisLDg ro ap) dery rbing win n oD dr€ boatd by rlE 

Ieacmr. they c<strong>rt</strong>r came ro rhe rcse{rcher-kacher comptainhg ro 

hiD d3t be did Dor give rhd dme b copy from boar4 The 

sludents nght have bs righ in rhis poinr. Bu rftey are nghl only 

rc rne enenr thlr rhis B nol ar rhe co3r of rh€ orhd skills. Thfrc 

m!s. be a kiDd of batancc betw€en the forE Dain skilts. Bur a point 

shornd be nude cl€ar here and that th€ sinEtion in yemen is 

ditrerent nom some other aE€s b€cauc. llc srud€nrs who tearn 

EDelbI do nor hav€ chance ro lisrm lo ir or even speak ir. They 

mos<strong>tt</strong>y le3h ir for ndu! sFcutadon ro Be ir Thftfor.. som 

enpnasrs must be gvs ro readirE dd !ri!ing. The Rserchs did 

adml rn l lor rhe rrsr grcup. qiring wa, mr Cjven €nough space. 

rIr ous lwo grows did nor coDplajn ofrhis DrobleB_

Tb ld ilm b thi! cdegory i! d cccs|!ry r rrgdirr 

od. It ir EInl in S.t tu ie{.hiog rd ir th. Ew bdbod( b 

krE.tlhlhd in <strong>rt</strong> oU @. It io*fu !.a&.b@ mh 

tocov.rnItit&dLrebccrur@.oftb.t..n.rof th. gtlrps 

shord !@ gnmblilg 6r tic kogft of itr .r{Hicl ia, G- 

|ll

CIIAPIER Xtr 

CONCLUSIONS AND IMPI,ICATIONS 

' If thc ltdcot do rot get 106 of rqpoDteffty to 

n Le n&t bq lh.y t<strong>rt</strong>lt tr vc litde io r,or|( o||t

CHAPTER XII 

CONCLUSIONS AND IMPLICATIONS 

7.1 CoDclusions 

As has been seen iom the results of lhe different 

instrm€Di! in lhe previous chapts, ft€ study has clearlv 

demonsaated thal it is quite possible fof learner'€eder€d 

apprcaches to be applied in secondar/ schools in Yemen aid 

iD S@'& The study h3s belied the claims thaa in a 

Fnicurady 

baBb environxnent [ke Yem6 n is ix0posible ev€n lo bi.k abo'.n 

dy g?€ of lemer-centcrcd Gachinsleamitg 5pp@hes. 

Howev€r, one at lhe sre time cannot undercstinate th€ difficufties 

that might encount€r my on€ who wde<strong>rt</strong>akes lhe initiative of 

applying such approaches "...Roles in class.oo6 de innu€nc€d by 

difrercnt and conplex factors" (wright 1987: 8). tunong swh 

diffculties ard consFaiots arE tlE deply rooied tsdilional D.thods 

in which fte teacher hs always been the .igle eye in dte 

cldsrmm. T€3che$ will rot ellily ed wilingly 8iv. up then 

centEl role as controller of th. scene. Tl€ lack of awareness and 

the chaotic system of education are the real obsbcle in the way of 

choge. The following implications and suggeslions can be h€lpnn 

in the apptc.tion oflhe resull of lle experim)t 

72 ImplicltioN 

L The fi|st imporlant f,oint tllat of,e can cone up with in this 

isearch j! du! in order to apply the new prograD of le,lEcentered 

approeh in scoDdary sch@ls in Yeren 3r aw@ness 

@rre has to b. derebFn. Tbis cll,lse slould airn at @ting 

aw3cness of the roies d|at should b€ ude<strong>rt</strong>ak€n by bolh teaches 

aDd l€arners urde. th€ lecomended appMch 'nis cours€ should 

include uong Duy thiDgs th€ redefinilion of the Hching-leaming 

pMes, ldguase lemj.g ed language acqujsitioL It shodd pave

fte way to ihe suggested approach. From this course it is hop€d 

<strong>tt</strong>ur deeply rooted misconceptiors about language ud lat$age 

leaming and of the roles of the teacher ahd lemers, will be 

conect€d. Wnght (1887: 6l) confirms ths in the fouowing word! 

Tudor(1992:37)adds, 

Il is wonn co6id.rins whahcr *e m mdiry ou 

ldenaftiB ro en did.mr circurui,lc. We q olt 

do this if @ h.rc gdtd !rc'of the sial,.nd 

pcltbolrgi:l ralnlx ollh c|4son 

tf,aftE' idslv.e4r in pbgrm dereloplk.t ti.Fdds 

b a lage enei't upon. ltoeth it Ldm' a*.I!l6 ol 

rh.n omuicatirc neds dd i.tdrio6, of the 

Lsrins oplbN.vcibD. and ofthe s<strong>tt</strong>uire oflh€ TL 

2.lramer-centeredness ca be looked at a! a continum Al one 

exrene is the tm id@l appro&h of lernl€r-cerlftdBs, which is 

mther dificult to apply in Y€Dcn a! in l]@y other countries. Here 

lhe leatrr nas ltis tull auonomy and he is in a position lo 

detennine the di@tioq naturE, contenl, rethod, and obj€ctives of 

hjs oer leamin& Or dE other extEme, thde ;s tld approach 

which is th€ t aditioml teacherccntercd approacll Between the$ 

two exteres is somethinS one can think of8 a middle aPprosct\ 

which is still lemer-centered but has some featu€s of fte teachercentered 

or t-aditional approaches. At the s6m tine thjs middle 

approach is pnctical md suibble to the poor envimtunent of the 

couney. F om iris me @ und€Erard that therc should be gradual 

development ftom the t€acher-ce ered 10 lhat of ledl€Fcentered 

approach and thi,, tu be in Diokinsool wod! " By ene sp€cfic 

iEovatioB tbar @uld b€ introduc.d into larguage chssroom and 

into the acdvities in il|e clarsrooD'(DickiEon-1987: 132), For rhis 

realon one should not bolher loo mu.h abod dE so{alled idealisn 

of lesrner-centErcdi€ss. 

3. Closely comected with the pr€vious point is the fear of lhe 

nec€ss;ty thst lemeFcent€red approaches inpose like rcducing the 

number of th€ studentr in th€ classrcom th€ man€r thll is &lmost

mpossible in Yemen due to the economic hardship of the coNtry- 

There is no need ro rcduce rhe nurnber ofth€ students - becaus€ it is 

impossible at presenr o. to inhoduce a new curricululr or ro 

replee the old untraired teacbers by new onq- All this is not 

needed; what is needed is some kind of undentading of $e 

situlion ard of the undqlyirg ihplicitions of l@q€nrer€d 

apprcaches. Some haining counes could sufrce to bnng about such 

understandin8. A firll treahent of such courses wil be dealt with in 

4. One of the trnpon d priorities for recomending a leamercentered 

approach lo E slish lalslase te&hiDs [ELT] in Yemen js 

the slrcss of such approaches oD lhilking on the pan of the 

individul leser as well a tiat of the tscher. 'Ihis is a very 

inponat poi<strong>rt</strong>, which also fom a pa<strong>rt</strong> of this r€s€arch. For the 

rc$3rclEr, the aim of education should bc to prcp@ le3t!€rs to 

cop€ with fte problem and chall€nges of every day life. That 

cannot be achieved unless d€ l€amers are trained to thirk tur 

themselves and lhe school is the very groud to planr rhe seeds of 

n-uitful tlirkin& From the school age th€ child should be r'aired ro 

think objecrively od creatively. Tle anificial life of the classroom 

is .o morc helptul to the morc prcssing n€eds ed de@ds of rhe 

modem life. What has ben said aboul the l.amer is also true lo rhe 

t@cher; he should be more indep€ndent tha €ver beforc. He shoutd 

be 6ee ton the chairu of olhe6, like the couse designer, the 

schml swerdsor and $e s.h@l h€3d l6ts erc. He sbordd bc lhe 

masts nor ihe sewanr of rhe rlarerial. All thjs rcquir.s fton hih lo 

be a cEtive thinker and an irmovsrive naMgq. In this r€gdd, 

l€wh (1986: 105) aslens 

'' All lemirg th.onet srAAest thar thoe thinSt w .Iit.oeT ,u 

@Iw o. @ fvnl,fed k o@ nitdt th.. thoe, vhich 

.! @ r,rd'. He conlinEs, ...,,k plee olbtid t@n& ,m 

.nph6is is no'.d to the Fd.<strong>tt</strong> of *plorution, ehich bels to 

getuiv wn ntahAins". 

5. The expqitrnr ard the Eview of lir@tw, in panicdd, <strong>hr</strong>ve 

shown tbar at dle hean of leah€r-cenrered app.oach$ is the t€ame. 

as an individul. This is a very impo.rdr modem conc€pl. These 

modem apprcaches dm.nd that $e lemer tusr of all sbould be

iespected as individual. To rcspect the individulas a leamer meas 

ro respel the feelinS md peBoMlity of the individuals in re3l life- 

Tllis rcminds us of the @ncepl of hurnan nghs and also of the 

detDocratic principles in which ri. individual is the core of the 

contemporary society. one carnot i8norc lhe very stronS wave of 

democmcy and of the huinan rights sweeps of ihe conldPorary 

world. Societies and st tes de measwd by the €xlent they Practice 

the d€nocratic prirciples includjrg $e space of tEedom they sive 

to th* cidzeru. In Yelner! this wave has ils impacl, lhe result of 

which d|€ siare is evenhBlly forc€d lo adopt the dernrratic t?e of 

govemment. But the p.actice of denocncy in the way n is sti in 

irs early staSes and what one can se€ now is rath€r a kind of abuse 

to democ.acy. The reason why lhis is so is in the researchefs 

opinion b@e tle Yetlgi p.ople de not educated to behve 

democmdcally. Democmcy is a behavior b€foE n is a political 

syst€n- For &mocracy !o succeed it must grow in ard with lbe 

child as he grows. TIl€ individual should be imbibed widl th. 

demcratic valws &d idezls ioh rhe firsi day of his school life. 

For this to lake place it is the task of lhe school to initiate 

democracy among is population ard this @ be achieved by 

inioducing democracy not a an abstract fonn hn mther as 

concrere nonos ard b€havio6. On the lop of tbis is thc resp€.i of 

the leamer as an indep€ndent human beins who cm exprcss his 

wjshes and his likes dd disliker. His word!, expressionr ideas, 

sussestions, and needs shodd have a place in whal he leam. All 

this hd b€en poi.ted out by Eles who sF, " fie field oflarguge 

l@ing na b€cn influenced by the idea! of those who eU foi the 

resFar for <strong>tn</strong>c irdjviduar i. society" (Elis & siNhn l9E9:50). 

Such a resp€cl entails the involveme of the individoal leme. in 

the decision- nakirg proc€$- Tle leam€r should be eiv€r the 

chmce to cboose whaL how. md when he warls io leam Fron all 

this, @nes th€ idea of relonr$ending leams-c$i.r€d approach€s 

which e fie only sftguard to prcmte th. rcsFct of the 

individu.lity of t]| l€5lM. 

6.In comction with the teacherrs posilion uder lcame.-centered 

apprcaches is the ftar that he will b€ 6d6 th€ Grcy of the lealE. 

Tris is basel€ss. It would be right lo say that his position or hi! .ole 

*ould be diffcrcni from rh€ pEviou om. It is r.ue rhar ie is no

morc lhe stdct controller of the class whos€ Mjor objedive is ro 

ensu'E dilcipline hd in no way thjs purs him in a lovq posinon. As 

a maner of fact, h€ is even in a highe. position lhan before bceus€ 

his resporsibiliry is sr€arer this liDc. He is still resp€ctcd by his 

pupils but now this respecr is moE genuine and sincerc. Beforc, the 

stldents used to resp4t him out of fear, bul now tbey do it b€cause 

of his honest rcle ad creative efo<strong>rt</strong> and above all becawe he 

7.Onc of lhe impo<strong>rt</strong>ant ioplicatioB ofthis study i! the ftct lhat for 

this appmach to gain s|IBss ir a sinution like Yer4 tb€ tdcber 

who adoprs it shodd p.occed step by step. He should not suprbe 

the snldenl! by exposiDg th.m ar on e io thos€ le.E€r-{cnter€d 

activities, which re, for them, srr.nge and demandins. Ifhe does, 

this My be costerprcductiv€ aDd the students my Dot cop€ th 

it. Nalalco suppo<strong>rt</strong>s lhis: 

" Tlc itwnad <strong>tn</strong>i.e io eGnt r i5 ibd stud€ots e cler a*cd lo 

do @tuloi advnies, rh.y win b. bn ifth.y 4 edd.<strong>tt</strong> a5!.d 

lo b. mliw. St sc ard snd. lL pednbn e <strong>tn</strong>at you bdld 

@tr6d.8 in the sru.Lnts <strong>hr</strong> End@Uv @via noD dE en & lo 

irr @ndhib.i (Naleo in Anhur. 1988:58). 

Tudor (192:39) also confilm this sugg€stion by saying lh4t il is 

realonabie to Nue that the €dly stages ofleami!8 a leguage ar€ 

"Moe tF vily te&herdnectd, Lam.! m sEdualy 6utr 

mrc eliE ol* d tb.t.bility lo Esoliale a p.1h drcugh th. 

TL (Te8d roslase) B:in aEs lo TL d!i., and @li,tic.lly 

.hltd. dE cwed stilb ag.iin tEn br8.l 64eleE Dc€d". 

E.Another closely rclaled suggeslion for tlE tache emba*ilg on 

learner

aggrcsion or self-jutificalion as this can becone comteF 

productive (Nalas.o in AJthur.lgES: 53). Before a<strong>tt</strong>€mplin8 dy 

discNsion the teachs should esiablish a t usty relationship with thc 

sroup of the 'why' snd 'wlat' he is doing. " Unless $ere i5 d 

element of !rut, ihe students a.e unlikely to be fo<strong>rt</strong>hcoming and it 

is very esy for the te&iq to hll into the t ap ofb€ing def<strong>tn</strong>sive" 

(Nalao io Adurl988: ta). 

9. ln the coune of this studx it has been indicated that basic to 

l€mq-cotercd app@hes is that lemd's reed! and wets form 

an essenthlelement ofthe cmiculurn. It is swdred by this study 

tbat ihe ,eachEr can $an irncgratirg l€amers' ne€d! gradlaly by, 

fo. e:mplq giving lhem a chanc€ tc' express th€ir liks rnd 

disliks aboul lhe prese sylabus. He can also ask UEm q6tioDs 

about tbeir necd! in leaming English. He ca4 then focu on th€ 

rhirgs lhey like ard disceds the things they do rci. Slcp by siep he 

ce move to a mor€ advanced slege in iniegratbg thcir .eds into 

rh. sylabB. Om of the crmlusiors dra*n fiom this res@h on 

lemd-cenleredness is that wh€n leams m allowed io set u! th€ir 

o*n goals and objeatives rh€ir inoer€sr and morivation will set 

bisher. WnSh ( | 987: 37) contrrns this syitr& 

''wrc! lmls e involv€d h $|lms np goa]E thci! ctrecdle 

inrcllem and mridion *R mri@bly tughd. fte 

lemss mt o.lt Frfom b.us, bd lheJ behlvc beGr rm 

fhts @ntrB wirb c@otrutr d6 Llw f is ltr l@her sbo 

*c up gods in hamine goupr, or c!fts our tL pbr ot o 

qndry &.iLd cuidD'. 

Agaia in de c8e in han4 ir is the rask ofthe leacher to b€gin wilh 

tbe lemqs by giving thm chance to slt qq o. at leest state wbat 

10. Anothe. inplication is that the ditrerent panies dEt are 

coMed vith child d $c lcamer in ludirg paftdrs bave io 

change rheir tEditional pEcricc of ignding rhe child ad not 

lalking to hnD, showirg him tEsp€ct and listenirg ro him. The bone 

beforc, !h€ school, should be the firsr place for demcntic 

development. This is so beause $e child is the fa$er ofrhe Dan.

The child oftoday is the father /Dorhe. ofromorrow- However rhe 

pdcnc (rdot b€ democFtjc uDiess they thenselves re traired and 

treated to do so. This brings u3 again to the role of the school in 

inculcating the democdic behavion in the new gerl€Etios. 

I l Fimly, by i roducing l@rcentered approaches in leguge 

Ieamir& a step forwaid is Mde towdds a compreh€rsive leMeF 

oneded app.oach in the edrcational systern in Yeiner At leasr in 

the Be@he/s opinioq lemer-c€nteredness is not confirei oriy 

to thc forcign lrnguage; il can embmce the whole edlcational 

systeD Sine du.atioD js a whole sysierq ard imvation h one 

pa<strong>rt</strong> of dE slstem might nol Bive the d€sired ftuit Nril the oth€r 

pa<strong>rt</strong>s de also treded. Hence, one @ say that it is rlmugh leguge 

learning that leamercardedn€ss shall enter the whole €ducation 

syst€n Il i! wo<strong>rt</strong>h MtioniDg rlat the whole €ducation slsrm it 

Y€rer is in need of not only iDovarion bl' also a r€volution as it 

is very old .nd odd. Ilis syst.D is t@ber

C}IAPTER XIII 

GUIDELINES FOR A TRAINING 

COURSE 

"If you give ure a fish, you feed me for a day, 

but if you teach me to fi$h, you feed me for 

Iife."

CHAFTDR )(III 

GUIDE LINES FOR A TRAINING COIJRSE 

f or a leder{.itercd spFoach ro eive fiuit t<strong>hr</strong>e must be 

teacheE who are already leamcrce<strong>rt</strong> rcd oriented. Tlis can be 

don€ ody if they have some trainirs on l@-ce €EdDBs. There 

are rwo kinds of training pre-servic€ ed in-service t"aining. Both 

ar€ g@d. But in the reseeher's opinion it is th€ turDer ihat ca, be 

of lalting etrectsi this is so because fte t"in€es $emselv€s wil b. 

taught by lhjs approach- lts at tl|€ srm line they wil be lEined 

how !o apply thi! in ften nirue Eachin& So le$Er-c€dered ideas 

will b€ lnorc .oot€d in them unlike fte in-service raiilees who will 

b€ only trained to t€ach but th€y lh€mselves are not taught by what 

th€y are EquiEd to do. h Yem€n it ;s nor di$oult !o rain the pr€s€rvice 

tainee bccaue they sp€nd fou yes studying English in 

college (Unive6ity). Theefore, it is quite possible to i$lude a 

trainirg couse on leamer-ceDlded appo&h€s. This Faining couse 

should consist ofthe folowirs main suide liresi 

T* n.t 'r'iog ro be included i. <strong>rt</strong>c propos€d o"a$n8 

cose is to know what leahd-ccntered approach lne6, why n is 

neede4 dd whlt rhat djsringuilll€s it fion the kro\I'I traditioBl 

approaches. This should include disculsion ofrhe different concepts 

of largMge l€aming and ieaclin& Tb€ p$sp€ctive t€chers DUs! 

be ar@ $at tlEy ieaE a rcal lbguage and <strong>rt</strong>al lsDguage h.!Il! 

the laog@ge of iodal ihe la.guage lhar j! usd; it is tle irDguge 

nol sp€cifically Mde up ofto sene an exdcis€ or !o stay ngidly 

within the bouft of what bas been taryht. R€al use D@s being 

used as an iruruent not as a conpon€rn of ar er€rcise md lhis 

rBI use is Dol tlErcfore, @Dfied io extemal utilitariaD realiry 

(anon. 19931. T6inces should hlve a cl@ pictur! ofthe mtur! of 

le.mjrg in l@r-centeFn approehs. Th€y hav. ro how that

leaming is sen a! a process in which the le3mers ule what 

knowledgp and skills th€y have in order !o make selse of th€ flow 

of new infomtion. Leaming is thercfore an inlernal process, whjch 

cruially depeDds upon the loowledge the leahers alHdy have, 

and lhen abiliry and motivarion ro ur. it (Hutchinson & 

waters.l9E7). lf mirS a laDguagc accordioS to l€lM{dieEd 

apprcaches is unlike the t'adnional concept as a rnast€.in8 of a 

body of k'owl.dse, bu 6 acquisitioD or as a proceis of a.4uirins 

skills rather than a body of knowledge. It also musl be made cled 

{hat le3mer-centered proponents arc less int€rested iD le!D6 

acquiring the totality of the languag€ rh"n in assilting lhd Sain the 

cffmrmjcatjve linguistic stils tEy n€€d to carry od r€ l world 

tasks (N'll@. 1989: 22). If this is the min conc€m of largu.g€ 

leuirg then language ieaching should be no more the hcilit ting 

lhis kDd ofacquisnion to |2le pl.ce. LanAuge tcehDg r no more 

look€d at as th€ rNmision of thal body of kmwledge bln rat|€r 

th€ activities thar m6t fa.ilit te languag€ lcahing in rhe abov€ 

serue. 'Ihis Equires the rec$sideEtiotr of lhe rcle of €Iror 

conection and the flEncy accumcy/con{lict. The tEinees a.e to be 

awe th.t if language is N or cotmEicatio4 thm IlEncy is to 

b€ aimed al- If fluency is 1o be encou"ged lher corr€€tion husr be 

hinimized because it cr€at€s obstrcl€s !o dle learners and thB 

hinden real conununicatior This is empba3ized by Nalarco who 

says, !' Ifierv€ntion ed frequent @rection intmpr nanual 

larguge dd ue and distract fron the n€ssage" CNalNo in Adhu 

1988: 3). in odEr wo.A, things should so just as dley are ir rcal 

life wh€r. interloculors are concerFrd more for fte messsge 

<strong>tn</strong>€aningl rath€r than for th€ form Grammar or stru.rw} 

Nev€nheless trairers should be aware of being rcalistic and that 

tbey have !o lmw what, when and how ,o cor€ct. TIle followinS 

points should b€ prn in mind wh.n dealing with $e ares of emr 

The most impo<strong>rt</strong>anl mistakes re those that atrect rneanirg 

CoEect lirguistics foms sE of ro use if they do not mear 

c. When we talk to pcopl., being politc k mc inpo<strong>rt</strong>ant 

lhan beins lirguistically cone.r.

d. Misiakes $ar aff6t a long sre&h of language e more 

ilnpo<strong>rt</strong>arr than mistakes, whjch bave only a loc.l .frcct 

(TuheD: 1988.5). 

The *ona co.pooenr of the FainiDg coule is aw.reness 

of the underlying rol€s of bolh leacher and le3mers und€r th€ 

l@er-cerneredness. Aeain, trai!.es should not ol|ly be taugh! 

theoretically for tuore applicatioq they should behave tom now 

on according !o rontr! established by l€lG-cenlered approa.h€s. 

Henc. the first imporbrn thing dtey haw io be aw@ of iD this 

cootext is tbat what actually iapp€ns with learner"ceDreredGss is 

the cheSe of roles of both the teacher dd lhe l.amer. Wh3l are 

thBc roles? Ilis is what they bave ro krow. 

The tairees must know thlt th€ tr.ditioral role ofdE tcactEr 

has been as a codrrolls of the clasmn and the llaNnitra of 

informatioq this i! no mrc valid. I6t€ad, he is supposed to 

urd€nske a d;ffcrcnt rcle ard tli, does not mean thlt he is l€ss 

impodant tllan he is Nd to be. Actuly his resporsibility is 

he3vier a! he is regarden a course dsigt6 a weu a a lEmjrg 

fdilirator. He is a guide ud helper, couBclor snd friend to his 

leme.s- It is tboudt tlDt tainirg in rcle change is mt o 6y one 

lo take for lhe in-service t€achers. Thb is so b€caule nost teacheB 

have been rained dd gained dl€ir expe.i€nc€ in th€ traditionat 

mode. A cha.g€ in lhe role from that of'p Enf !o that ofrhe equal 

ne.6sitar6 a cLnge in altitudc, which cin b. quite larD.ric 

(Shedin. 1987: 1. On the otlEr ha it is muh caier fo. students 

io be dependenr and ler som€ one els€ iake the respoGibiliry. This 

is the way mosl educadonal s'stem! work, &d therefore what most 

The o?ine€s should b€ infonned that uider the le@ercenbred 

appmacl.s t€&bing lar chdgen to Llming. Tlljs is also 

lrre to the new technologjcal age, which is the age of the 

individual and s€lf-leding aidcd by tle recluDlogical eq'ipDcDrs 

like the comput . ard lnemr ctc. Tis musr b€ ciear lo the 

r.inee, and dtey have to clry on rhis to then finure plpils.

Coming to lle role ofihe leacher in &e classr@n n hAs to be 

chdg€d fton the central figue teaching a1l aclivities, !o that ofa 

fis@ aoud whoh activities will develop " (Oliver. 1990: 5a). 

T@her's role is not only to encorage leamels to depend oD 

tleinselves bur also 10 encou"ge the dev€lopment of languae. 

Sheerh ( I 98?: I 5) seen, to confm this saying, 

'ou job 6 r@t*E is ml jsr 1o poid oln dift'tE t tGn 

ou studenrs hluuse ald $adrd E el!l! lbl b l@ 

rce<strong>rt</strong>ire ! bk. Ou .iob is also to enco@ec lh''r soglr! of lk 

hng@ee !t appeiating th€ leming st ps . 

The best that is sid abod t€lcher's mle is in Ouishi's words 

(t995:2\. 

"You cm claim to b. o l*h.r ody when you d. oble rct orly 

ro nDr. rh. shldqn und€d&n by hi@lf rh. @Did of ih. 

boot bur oLo iMhtbg nio lh. r ol hi5 oM <strong>tn</strong>iltire, 

i@einali,r'! Ft PtiI ad @ED{b4 leditB nin 6r*ad to 

*q!ie 6.|5 ad Ew ila b"'ond th€ 6n!€nt ofth. took". 

So far the talk ha b€en about the charge of role of th€ 

lecher; bul lhe leamer's rol€ wil als clagc acco.diDgly. lnst€ad 

ofa passive .ecipient he h6 beome u acriv€ palticipad. He used 

to be a feceiver but now he ha! b€come initiator. Now he asks 

question wbile b€forc he was only to answer questions. His rcie la 

become cenFal aftet il was .arginul. The lesrrer car aid sholrld 

play a pan in what he l€ams. He has to rnake dec;sions on rhe 

content ard Dethodolos/ of his leaming. This is becruse it is rhe 

leam. who leens not th€ teacher. Tbe teacher, it is said may ieeh 

bi.d ierlers may Dot leim. \yiddowson slares " ...although the 

teach.r's role can be seen .3 primary in on€ sense that it initiates 

the prcc€$; it is s€cordary h the sens€ tblr iis o<strong>tn</strong>y firnotion is to 

€nable lhe leal@ to emct his role sMesstuV' $i&owson in 

Aliijs. l98l: 199). Ir ssotrd larsuase Fl€el\ leDdr ss Frpl€ 

have b.en coNidercd more holisticaly thd tschcB have, witl 

l€m€r's personalidd md cogritive trails are coGide.ed to be 

oincal hctors in the lemins prccess (Oller. in Chaudron. 1988: 

90). la.rrpB, therefore, should cxercile tb€ir respo!$ibility jn the 

cboice of ledils obj€ctives, cont€nrs dd m€thods as well 6 j.

delerminin8 thc m.3rs Eed to tssess their performrncc. ftis will 

develo' in them Srster ssitiviry to then rcb as languaSe le2rrers 

(Nunan. 1988: 16)- Ihey shoutd b€ given tle chanc€ lo spqk and 

not to be intmDl€d for folml conectior "If they do not 8pt lots 

of opporhnity to make mislakes, they will have linle to work out 

be<strong>tt</strong>er nne!" (Sheerin.l989: 5). In sho<strong>rt</strong>, ioles of both iescher and 

IeajB aft to chaDce as folows: 

. Disp.ns ofkmwledse 

. FosterinS depdrdre 

Stude : 

. No responsibility for Iminc 

. Submissiv€ 

Resource peBod@rsultant 

Tninirg for iideFrdoe 

A sense ofresponsibility for it 

Doins wi$out apFoval 

Involvs decision mrlins 

(Slevick. 19E9. 76). 

Tn ui,a "r*"n, in <strong>rt</strong>E kaining course is EaiMs De 

p.ospective leachen (trairet to leam how to leam. This is in 

barnoDy witl dl€ itli:l%iDs de@ds for individualizld l€aming 

and sr-ledir& If one hopes for generatiom that depod on 

therelvei car pwsue s.lfrduc<strong>rt</strong>ioa ard @ f:.! the eve.-new 

chdlenges, thcn ore h,s to tmin them to le@ how to lcd. Thjs is 

ir consona<strong>rt</strong> wib the famu proldb: Ifyou give rne a 6!h you f€d 

re fo! a day, but ifyou teach ne !o fisb, you fe€d me for life- 

If the prospectil€ teacheB sft tained !o leam how to lerm by 

tlEdelvEs, lhcn they wil be ir a position lo bc 8ood l€am€rcentercd 

ierchers able, in hn! to tain their pwils to lffi bow to 

le5n ]}is liDd of training which fost€F independent learDing and 

develops wilhjn lem4 skills of leaming to leam, ar€ imporiant 

chfiacreristjca ir a lffi<strong>rt</strong>emeftd cMiculM CNtlM. | 988b: 

r05).

ft. couse shodd b€ quit clear of why cerlain activ<strong>rt</strong>i€s or 

practiccs are done in paniculor way. ljnderstanding thc 'why' or 

dE mrionale bebind doine a ce<strong>rt</strong>sin act or activiry makes lelming 

e.sier. Thus teach€r's rnin€|s slrould alwa'6 gjE rhejr t-airEcs th. 

reason for their actio6. For exeplc, they have to remitd then 

*lat the only run who is educat.d is the r'an who h6leaned how 

ro l€am; the tM who has lo adapt and chmge; the nan who has 

re.lizrd tlat no lnowledSe i5 s€ re tlat the o y process of 

s€ekjrg krowledgs gives a baeis for securify (SheriL1989i l0). lt 

js adDirablc to fird dEt in tbc Nationai Ed@tion Policy of 

PaLista4 oE of the objectivcs of Edu6tion is to creaie in pupils a 

caps.ity for s€lf-leirniDe .rd s.|f-rcIire so lh6l lheir lcahiry 

pro.ars cll'rins lbmusholn Lif. (N.E-PJ.l992: l2). 

Tnining lems (trairees) to leam is a very inpo.lal hctor 

as it aihs to help le@6 @nsid€r factol! tbat afrect th€ir l@ing 

and discover the l€aming strategies tha! suit then best so lhat lhey 

-- morc effective leders 

mrc Bpo6ibility for their own lmiDg 

-Lke

One of rle ueas *rar .hould be a lo(us oftr.ininS ror bo$ 

teacheB ed leameF is the one related !o njsirkes nade by 

studeDts. A lot ofhas b€s said abour $is point; but because it is d 

srca thar caules a lot of dispute ard disagrEern€nts among teeheB 

anl educatos, it seem necessary to reped on€sef lhowh in a 

diffmnt way. In lhe F€vious 

pages and chapters, it ha! been 

reitmtod thar $jsrakes .E no nore io be l@ked at !s a bad signj 

mtlEr lhey should be .c@pted .5 a Mtural outcom. of the l@ing 

process. ' The rcacher sbould think of con€.tion as avay of sivi4 

info.mation o. feedback to hi! students" (Tulen. 1988: l7). The 

impo<strong>rt</strong>a@ of nistakes is tllat dl€y shodd ofrer be ignored. 

Sludents need lhe experience of being listened to at people with a 

thirg to say. A leacher shodd rlale his hineev snlddts awde of 

tlis and of the fact that coneclion is a way of reminding snldent! of 

forx0s of Sbndard Enslsh ald n sho'nd mt be a kind ofcriticism or 

punis<strong>hr</strong>Ent. Tlley should be Mde aware that there h.ve b€ always 

iimes in the lessors wh€n dEy simply encouaee fluen y. At such 

tihes, we do nol conect linguisdc mistakes unless lhey affec! the 

co|mui@tior ofwhat the stud€nb warl !o ey (Tuher. 1988: t?). 

It has to be point€d orlt that teacheB should ml uderstsnd this that 

mistakes should cnain rrcorelcd. TIEE ale tines wlEn mistlkes 

arc to be hEated. Hee prcsp€ctiv€ teacheB should be tr_ained in 

deating with the. nist*es. TI|e fo owing techniqucs e lo be 

included in the course: 

t. Shd€nts correct thensetvs i.e., s.lf-correction. lt is a prio.ity 

rhar snldents comct in melves. Thir is oDly if th€ taacls firds 

that a mistake is wo<strong>rt</strong>h coneclinS tlEt hc should alow 

corectioD. TIle stud{t who Dskes a mist*e sho'nd be giver a 

c<strong>hr</strong>ee to con€ct hinself, But even h@ you have to be sesitive 

to indicate $st theie is a nisi,ake. Th€ teach€r can show thar 

thw is a miltake by facial expr€ssio4 o. a band acsture. B€forc 

doitrg lhis it is be<strong>tt</strong>s to pae aDd wait in ce rhe lamer 

recognies by hinseflhe mislakc d one Mturally does in every 

day conversation even ;r oDe's oB ldgug.. One Bore thing 

abou student corecting himself is dFt it is rhe best technique of 

coftcting beca$e (l) people usualy pr€fd !o pur tbeir oM 

mjslrkes ngh! mther rhan be coroten by someone els€; (2)

Sellcoreclion is easier to rem€mber becaus€ som€ore has put 

sonethirs .isbt i' his oM band (Eds€r 20) 

b. Srude s correct e:ch oth.r: Tle se(ond resod for dealing 

wilh nistakes is the rest of the class ,houtd be involved in 

corectinB each other. BL! agai4 fie reacher should be very 

seNitive to i<strong>hr</strong>s technique so tha! stude<strong>tt</strong>s who make mistakes 

@ nol offended- The teche. should t ain his PuPns ;n the value 

of not only elf-co|Etio4 bur dso tbe studdls cone.led shodd 

be very happy to b€ co@cred by lheir peen and at lhe sarnc ti<strong>rt</strong>r€ 

those who couect should give up the fteling of sup€rionry. Here 

cofts lhe mle of the leach€r of incul@ting the new values €nd 

c' ivatirg 6e irEol@t oes. From thn @Ds also the role of 

Lh. school ol trqiuing a whole chalactet of a Sood citizn. 

a- Te.cher cor.cting the stud.nts: Ttis should cone only afler 

the Drcviou two dEans arc cxhau$ed. Tl€ leach€I shoutd 

evennuly inrerfere ard eive hi! cou€ct aiswer. 

b. Leaving the niltrke for . hter ssignme<strong>rt</strong> One more 

techniq@ relewi to th. lalltwo ir ihat whm rhe student who 

makcs the mistzke fails to con€ct it hihselfand when his DeE 

fa;l Io do tfEL n is sugsested thal Lhe teacher i! eme qcaioG 

has to leave the mistate. He should give it as an assignn€nt for 

the n€xr day. Every studst has to do his b€st to wo* it o|.c or 

bnd look it Lp and come with rhe righl answer the n€xt lessor 

The lelchq should not for8ct Utst aDd tlE Bt l€son should 

sla<strong>rt</strong> first wirh lhe stud€nl concercd. The idea b€hind this 

techdque is that it is very imporlrnt that studdts should be 

trained to trEat lheir own nistakes by rcsach and othcr similar 

meala. Tbi3 t"airl! then to d€p€rd on tl|€m!.lves. h sho<strong>rt</strong>, it is 

arother me! of sef-ledirg which i! a good lechniqw of 

leamer"ce ded.r'proachs. 

I Eillg should b€ awaE of dte diftrcrl type, of the 

comuicative activities. They have lo b€ tEircd to Ne them 6rst 

a trainees so tlat ir becomes ealy for them ro wo.k with iD i<strong>rt</strong>ue. 

Grcup activities ,re problem solvins task, roleplals, @d

s;mdaiions and so fodh. Such activities ar€ communicative 

actjvilies becasc they: 

. Provide oplo<strong>rt</strong>unitics to pracdce strategies for d€veloping, and 

teroinatirg convcr$tion encou<strong>tt</strong>ers. 

. Require leamers !o develop neanirg collabontively. 

. Necessitate the use ofturn-takiDS rules. 

. PEclice use ofconv.Fational mutiEs 8nd expr€ssioE. 

. Involve leamers in di-S€IcDt kinds of roles, n€.essilatiD8 N of 

different style of speakine. 

. Require cgotiated coBpl.tiotr ofi.ark. 

. Involve irfonralion s<strong>hr</strong>inS. 

. Focus or comprcbcnsivc ard mcdirgftl input aDd ouFut. 

. RequirE hieh degr€€ of panicipation. (Rich.rds in Nunanl988: 

87). 

It is quite .xpecled th.t at the b.gjming gmup work may nol 

bc .lsily w€lcome by the l.$€rgr.i'Es. Pan ofthe t€cber's job 

at this point is to le! lhem know th. ratio lc behind using group 

activides. From thc stan rbcy should b€ inforn€d that .s far d 

sdall groups m conceE€d. th€y provid. thc oPlimm envirclmn{ 

for mgotiable conpr€hensive outpul which the learne<strong>rt</strong>enteEd 

app.oelEs considcr as one of fte cental ainl. tr fact validity is 

claitrd for grow work oD both pcdagosic.l atd Fycholosical 

grolrds. Tle Fdagogicsl argrDe[l include ltE folowing: 

. Group work incrEales Lhe oppo<strong>rt</strong>'xity for leamers lo use 

lds!ag.. 

. Group work irDproves the quality ofsM.nt talk. 

. Gml+ work prcDotes a posiiivc af.ctive clib<strong>rt</strong>e. 

. G.oup work ailows greater potcntial for individuliztion of 

. Crolp work l6s bc.r found to incfta3c sMent botivatior 

The psycholoSical Etionale for group work is that il p.ovides 

m envircMeDt in which leasers can compftbdd; it givs tbm 

oppo<strong>rt</strong>uniries for productive lan$r8c md it lrovides co<strong>rt</strong>ex wilhin 

which meanins can be regotiated (Nue. I 988a: 83).

SiDulation a a rype of activiry that rcquiEs group work is 

quile i ercsting dd desefl€s b especial a<strong>tt</strong>e<strong>rt</strong>ioD. It should be 

used with the English prcspective teacherc dd then to be used with 

their oM pupils in fi.sue. Agailt" $ey have to be nade awat€ of dle 

idea behind its use. To know about il is not enoueh and to se only 

js not enough; the t\ro €lenerns must be conbin€d toge6.r if 

innsformltion ;5 to t2.ke place in tuhjrg. The techer fainer when 

us€s tbis etivity shoirl4 al th€ s). time, etelaiN to bi! Faira.s 

th€ ationale behind sinulation. He caq for egnple, infom them 

rhat tmr p@ple e not very good at ddting with lrFDilia eYenF 

dd the cxp€.ience in sinulation can help !o develop the abil8 to 

thirk ed cotmEicale in untumilis ihiations. Thj! 8es slong 

with the saying tha1" D!r/ ,.gdb bavqy, r$poisifility .8als in 

a.tio,, coMnication Md /4'8rr48€ (Joner. 198?: 16) 

Otr of the Din reasons rvhy t@h€Is of forcign l&Suagcs 

f.rd simdatioB e Betul b tlat b€@use they destroy tescherstudents 

ori€dtation md kick th€ l.ache. out of th€ cla3srcom 

InhibitioB dd fei6 terd lo diminilh and @y Bish atlogeth€r 

b€cace the panicipanis are t lking to each other not to the reach.r. 

In addidon $en tak is not a csusal chal, bd related lo dui€s 

(Jores. 1982: 16). 

There de, of couse, odter t)"es of grcuP activiti€s of 

comrnunicativ€ natu e thst th€ teach€r t'ainers shodd mak€ use of 

when training prospective t€ache$. For ex&mple, role-play, 

infon ation gap and @y b€ others that have to be used with 

D.U-acr€ss l0steria} It h5s tcet Epealedlv mtioD€d that 

the fiml goal of leslM{mtcredness is &nonomy iD which the 

Ieame. sho'rld be firly iDdep€Ddeni fiom othss- In other wo.ds h€ 

mBt be d€Dendent on himself dd on self{ducating himelt This 

reouir€s thal teeher traimes should be trained in deatiDg with setfaccess 

materials. In seFaccess malerial. discovering iasks, 

information guides, study Suid€s etc. all this lead! the st'dents to be

cflective and creative. lt is also said lhal self-access roter'al 

iDforns and 8oer.!y Eises awe€n€ss (Sheeri'1989r 24) 

The essential prcrcquisite to self-leaming ;s <strong>tn</strong>e provision of 

sef-access mtsials wi$jn & orSanted f"ne so those $'idents 

can get what they reed. But it should b€ remembend lhat lhe 

trairees must be awde of th€ b.nefits of this fom of leaminS 

$roud self-access nalerials. They have to know that many 

ldSlEge leaching pmblems like hixed abilities cbsses, 3Mcnls 

wiih ditr€rcd backsrouds and needs, psychologicd and 

peBoraliiy ditreterr€s between le3nle s, aI 6 be 3olved by <strong>tt</strong>te 

provision of sef-ac.€ss libmry. 

l\eejs arulysis: Arcthd mponafl comPorent of tbe 

tminjns com€ is what is called needs analysis ln order fof the 

prospective te&hers to apply needs anallsis !o tlE students in 

tuture, th€y have ro be tdined on lhis arca fiom now on For this 

trainirg lo b€ cfr@tive, dF leacher traiF has to apPly it 6nt with 

th€m. In orher wod5 ilE subj.cts or the training riatfiial in thc 

faculties of educalion should b€ bas€d on the aDlys;s of the needs 

of the Faine€s. Bolh the objective and subjectile needs have to b€ 

aral'%d. Ifat tbe beSisin8lhis is foutd to be impEctical,th€n al 

leat a Dan of the cou.se should b€ based on the rainees' needs. As 

this is done, then the traine€s must be trained in the Prccea, of 

@lyzing leamers' fteds. Of course, a<strong>tt</strong>ention should be drawn to 

the ditr rence benre€n dE train€€J situation and th€ir tuhne 

pupils. While th€y e to be English bachers, their students will 

oDly be s<strong>hr</strong>de<strong>rt</strong>s at s@Ddary school lcv€I. ThercfotE, dley nave to 

be 0eribl€ and etastic in NiDS fil.s techDiqE i, linw. 

Th. tca.hes' Fain€.s should d|!w tleir studdts' atiention !o the 

diffetff. berw@! nec€ssities o. reeds as obsffid bv tbc teacbers 

thems€lvcs o. by th€ course designers, o. in son€ ca3cs by the 

sDoruors. ard what the trainees want or feel they ft€d. In oths 

;ords, th€ objective vie$/s tom the ,ide of the teach€r lnd the 

slbjecnve on€s o, th€ Fn of the l€am€r cu dd do cotflict wi$ a 

corlrequc destabilzing effcct on molivatior Wh€n designing a 

@tE or usitg n€thodotos/ both views Nst be accohhodaLd.

Nu'an (1938:22) points out " Tlere is li<strong>tt</strong>le poinl in taking an 

aDDroach which is based on tll€ princ;ple of leaner involvenent 

ana then ignoring the le3me.s wishes alld Yiews" In a ditrercnt 

Dtu Nunan also con6lG, lf Progans e to be lsEEr{.ntst4 

ih€n led.ts wishes m[9 be canvassed dd lal

'Who i, <strong>rt</strong>re good l6ngurse leamef lr is very iDPorrant for 

the ieachtr trsireu s.d the traine€s themselves to know who b rhe 

good larElag. lcamei The t€achcr t"iI6 should lr.in dlcir 

train€es to be good ldglage leamcB. lt js only wlE $e nsle 

teachers aJe Fcincd lo b€ so th€ir lerhers will rcallv b€ lrained !o 

be Bmd latglsge le3ms. There are, of coulse, ce<strong>rt</strong>aiD traitr that 

distinsuish betwcen the t o t?es of l€rners: good snd not good. 

Tb€ ditreEDt panies should a1l know that dE sood bDguage lea@r 

is coNta<strong>rt</strong>ly looking fo. pa<strong>tt</strong>ds in dte latguagc He .tlelxls to thc 

form in a panjcular way- He is con$andy el€gorizitg idorEtion 

(Rubin in Fotune.l99: 154). Ther€ misbr a nunber of oth€r 

chsacteristie of tle good languag€ learneq it is up io lhe leacher 

tEine to iDvestigate t<strong>hr</strong>s ala 

Demcradc raini'g: one of de are$ of Fainins ba! ro be 

on democElic behavior. L€amer-c€niered approach€s &E a shong 

c.ll for the democradc ideal!. thcy e anti the iot lilaia r€girP 

of the techer This is in bamny wih tE worldwide *ave of 

deDocracy in rhe polrical and sdial fields. lt B also in co$onanc€ 

with the new parliameniary sysBm of Yenen. Edu.aiional 

ifftitulions play a very crucial rcle in 'ourishing and enndcins tbe 

democratic nonrc. In lhe are3 of lansuase leaming, the p.ospective 

lacher (FaiD@) rhould be fi'lt of all lr€5&d dsno.tatiely whilc 

hc in lhe stage of lc€r ry or traiDing, It is oiry aftd dtis dEt b€ can 

b€ enlrusted ro b€hBve ad nrake otlEt3 behar€ in a denoctalic 

way. In other words, it is only after b€ lives in a denocnric 

clas$oom, Ie can carry this philosophy to his tunae stude.lis. As 

this taining t kes place at the univeBit level, tlle role of the 

univasity asp€cirly the ftculde! of eduadon at€ rcver to b€ 

minimized. It is ssid " {tbal} therc e a number of missiN to be 

csrri€n by uiv€Bity; aDtrg thes€ is tlat . biwBily js also lo 

prcp@ its snrdmts to create ai ide3l d€lnocmtic 

comuit"(Perkins in Sindl! U.G. 19981 48). Th€ PakistEni 

educatos de impr€ssively quite aware oflhe n€€d for dem@Etic 

ideds. This awdmss is rcfleded in the diFer.nt edMtioEl 

policies. In one of dEse policie,s, the edlr tio.al objeriB of d|€

couffy are voied as follows "libenL fice. dem@mric and 

conpetinve miveniry culhm l@vtrd with Islanjc vatEs lfiJ be 

promoted" (N.E.P.P. 1992134). Hence comes the rote ofthe reacher 

or miF on whose shouldeB fall! rhe lespoBibiliry of ftcilitlriDg 

the Ntruction aDd inculczlirg d|e democraric cu<strong>tt</strong>ur€ in sciety. 

I<strong>rt</strong>c hiDiDg c.utr has to Mke it evjde that r!€ vatu€s of 

democEcy re of gre3t imporEm. for they lirk di@tly wirh th€ 

natjoral recorstrucdon ard the chamcter developm€nt and rh. 

adjustBot with the inrernational democratic rrEnds. 

B<strong>tn</strong> how can thjs d€nocr*ic trainirg bc mre.ia]ized ir r]E 

chssroon? Th€ an3wB is 6 sitrple as lhi! iltst tbrough dF 

&livities thar are ba!€d on regoriatioq fi€€don of opinion...erc. 

where $e studor respecls his oM opinjoD 3nd rlose of his cl&ss 

fellows. It can also b€ ftshion€d $rough the op€n-mhdedness ond 

the Hdin€ss to acc€pt tle criticilrn of the o<strong>tt</strong>Er ad sri6c€ bjs 

own. Tnining should embrue this ar€a a'd orhcE tike the conc.Drs 

thal man is falible, rhal he c€n en .nd so fo L 

E"dudor ad slf e"alution: In rhe FainDs crllse s atso 

in any other cducatioEl cou6e, tlce rain conpomls are lo D€ 

accouied for initid plaDning irnplumtatioq and evaluarion. In 

traditionol cuniculum models, evsluation nas been idenlified wirh 

testin8 ed is s€en as ,D actjviry, which is c$ied out at th€ €Dd of 

th. leaniie proc.ss, ofto by some ore who is nor come.lcd witlr 

th couse its"clf h oth€r wdds, lhc ehth,lii b on slmtl 6ve 

mther tban fornariv€ evatuatioD. In lhc l€am€r-ccntered sysrer4 on 

the otber laflt evduatim geneEly takes ihe forn of an irformat 

lnorutorlDg which is caried on atongside rhe ie&hibg4ejmine 

plc.:rs, pdmipaXy by lhe panicjpaxis in rhe ploca*s i.e., teachcr 

Self-eraluation 4 a leamerc€nlered evalulrive tectDique is 

to be prcmoted. This cu be by prcviding terhers wirh lkills in 

evaluting Er€rial, leiming acriviries ed their own actiev€mcnr 

of objectires. h lhjs eay e'"tuation wil be builr irro rn€ &€chim 

process. S€Lf+valuarion c€, .tso be cried on wirh OF reachers 

evalutirg tlEmselv€s. By encruraging ie3cheB to ewtuaie

crilicallv th€iI own F€rformance, evaluation becomes an nteglzl 

oan of-bo$ curiculum and lezcher develoPm€nt Nunan l989ar 7) 

irre Leachet uainer should incoDomre $ese €valulLile skill's 

gldualy dn scf-€valuation b€crmes a rouim ad a norbsl 

Variation in the evaluative t chniques is also includ€d in rhc 

cous€- Writien tdts ate not oough; otber tools must be us€d su'l' 

as obssvatio.s, olsl lrsks and panicipation and so or tus€ssmcnt 

on *i<strong>tt</strong> n work itssf sbotrld be vtried !o inchd. daily exercjscs' 

esslva rcoo<strong>rt</strong>s, and wnueo tcsts. Whalevs te'hnique is used' th' 

tesao sloulo nor passiveJy respord wit! be test He BBt int€ncl 

with h by easoning. aitic;zing, arguit& appmving, negating and 

s o- riere shoUa * avoidanca of the tradirional lec<strong>hr</strong>iqEs of 

r€Dcarine infomtion or rote merDrizarion of fa.ls wi lou lesdng 

if rh€ -|ffi can Elly |lse the lan$Egr for PuPo6etul 

coflnunicatior In this @DDcctio[ one has !o €f€r again io ih. 

c.nc.ption of th€ $?€s of quEstions lsked by lcach.6. T@b€rs 

uluaD ask displayine questions i.e., those for which hc knows the 

answ6. Wllat they ate rcquiRn lo do is to ask dE oths tlTes of 

qEstions, the opcn or th€ r€f€<strong>rt</strong><strong>rt</strong>ial qu€stiod and opinion 

quedons as <strong>tn</strong> sc have nany advdbges ovcr dr fonner. II|! 

r€f€rential qNstion!, for exampl€, pmmote SrEalcr productivitv and 

m.aningtu connunication b€h4,een le.her and l€arnss 

(Ckudror1988rl77). 

Quitc r€l€rrnt to th€ issE of evaluariot! tu teach€r's 

d€wloFo€r! Tl|.l! is a Mber of efi..tive vaF of ie5ch.r 

dlrrlopDent as b€tow: 

. Reflective tecchitrg. Ihis is a kind of scf-cvaluation of lhe 

tealna aDd is dc.sil<strong>tn</strong> in using obsdiatjo! atd r€fl@tio as a 

way of achieving an awareocas of how om t t hes and of lhc 

kinds of d.ctuion on€ Drkes. .s weU as tE vdu ad 

coNquences ofthe event and r.views and rcspons.s to ir 

. Pcer ohs.pliioD can be very produc<strong>tt</strong>ve a l cd Emov€ 

b8riers b€M€en t€achers and allows the exchangp ofexp€rienc€. 

. Collrbor.tiv. worlitr8 .rd driry k .ping. lnguage teaclct! 

must work ioS.ther 6 atee d.velopingthcir sclEde ofwo<strong>rt</strong> It 

ha ben obs€rv.d tim a.d a8!ir that the nost positiw l@iDg

exp€dence rhat lrkes Plac€ in schools whe€ <strong>tn</strong>utu4l suppo<strong>rt</strong> and 

encouraremoL are everldav occurretres whe€ elery rscm 

tras coririturea to <strong>tt</strong>re wo*iie Pactices of th' developrEnt sd 

sbar€ a sense of munql rerpolsibiliry and ovnership (Bovel & 

Prcsidentr 1992, 6) wo*ing logeth€r, ofcouse, means thal th€y 

@ DrodEe new Dterial, su!8.n erd rse m$ l€cmlqu€s or 

&d;fi6, deal with oDDon Foblem! ad 6rd solurions Thi! 

shodd f;rs a Dan of dten ait€s!f,eDr lbat sclool srPcivisots 

. ODe's own wri<strong>tt</strong> o rcount oftemhiDg €$.rierce 

. S.lf .epo<strong>rt</strong>s- Ail th.se arc Sood etd valBbl€ to rcflectior Wlile 

t}€y Gm ro be tine 6nsrmin& ibev at€ Sood t6l5 ftr s€r 

evaluation and hclp briising abo,n chaIgrs in a<strong>tt</strong>ihdes and 

awaren€ss sDong leathers a! wel as impmvine the $Ppon 

offer€d to tbe le3mers (Richanb 1991:99). 

To brinS this chaprer !o its conclulion onc <strong>hr</strong>! to say that th€ 

abov€ poirrs e Der€ guidelines and redative. There miSht be 

many otlFrs rhat can b€ irrluded. vhat should be rEm€rDcre!, 

howev.r, is rbr! lear'€r-c€ eled by deir rl.ture 

flexibl€ and can b€ ldjusted lo suit the diffe€ situations with 

diff€red l€am€rs. TIE l@cher <strong>tn</strong>iner ald dte prospeaiive leache. 

boti hav€ to be awar€ thar dEy must b€ resdy to cr€ate the l$me.c€Dtei€d 

envnooment a.$rdiDg to tl€ shDriotr in wbich thcy 6nd 

rhenselves. 'ltis will reE bc . dimcult job a, lotg as d|ey !.€ 

amcn with th€ philosophy of leaner-center€dn ss aod as long d

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ld'e.aLrd: 

ld sr-ir, s (l<strong>tt</strong>lrd Bdls ftr dA.rrs.lr.{a. OU't 

17 SeriEL r<strong>tt</strong>a, R.r.of fi. u!r.nr.r L n D.{<strong>hr</strong>o<strong>rt</strong> oa llldLr sdb|y. 

&P,J&n -OltdJ&&lS{q.ll|!gl6 

5a r*4E-s- cer'tur.$..r.rrl|s,Lrl. ûl i'l (.d.),(l9.r)' 

,Ir.bt.q.TdI!.c|rd.oUJ. 

!e. s.!n*, E (le.al|rDhh rLTDc.TL &ts c-a

60, sbi.k,q094lrmrlt'hk4r3.ld.lht 

oUx- 

ol. T!. \ahd Ou''r i! .r. Edrd rr$t TEdi.d bt Dr' r'|d'dd bqi 

dlh .lsiLli <strong>tt</strong>DtMoa@d M||dr xLr: r9'd D nlss L$'l 

hdirF:IdDfuitrh 

.lTr.sitdU.lrxi!Jldd.',Edvd'JqvEl9,5.rFn'of 

Id6dcUri'-jlyds|..|L|',.. 

a, T*}|a & OtgI ColdEd{ E3Ed..'l RgEL Er|ld A*' 

65. tuo., r. (re,a, r.rdE.brdrd lr L!gD!. r-.ti!& slea vor m 

66, wadq .! & tubi!, J, 0967), rr.n r SrF..srd b lfltsgl Lnl4. 

57. widd@ s-G. ot84,T..tLi lraqta OUx. 

5& WLrda Ec. Irs ir ssd bara. stlL- D-F I! tlld. J! (d 

i)Irf, Otr!rr.sco.rr,!.-t c||d@ou.r. 

6e. wrrb, Eoef,<strong>rt</strong>DLr c.tLd-cL-.5u.rrs<strong>rt</strong>cl|!rr. 

m, w<strong>rt</strong>r!a O<strong>tt</strong>Tt R.lc.f r*Ln.rd Im our. 

TL Yddqr o93t! !rL.l!||.acG,r.lo b.r _-"a'r...ri!' cu}.

Appendices: 

App.ldix I MATf,RIAL ADAPTATION 

d r't--gc caopLig ir.r.r!€. rLr tL cbH wd..t or 

rFb .hnt cv.r6 ir tblch fr. cliH h.! F<strong>rt</strong>icip.t d ir . 

go}r .tiq pm..sa-

MATERIAL ADAPTATION 

1.a. Old Textbook [EFYI 

t,MT IO 

L€sson (r) fmn tbe red€r: - r'T*o Po.n." 

Po.n (r) d invi<strong>tt</strong>tion 

PoeD (2) a fable 

&@-d3ps!esi 

rf,caotrs fike this ar. usually left !o be studied by the shldent! 

at hom; rhe t@her's job i! lo r|ak€ sure that tbe studeds caD 

atEwe. tlE comprchension questioB that folow the Passage. Th€ 

l€ssor ends as the questiors are answercd oEly by dle snldenls. 

Whcn the res€rch€r irquired about th€ way they usuUy do this 

kjnd of lersoq th€y a$wered that th.y tever did ey of such 

Th€ strdmts should trlrke such s€f-study lesons as a habit; 

thal is lo say s ech sii .nds, lhc students shodd im€diat€ly 

tum to the Eader ald r€ad lh. p&rsrge wilhou ev€n b€ing lold io 

do tltal In oth€r -ordi snrdenB arc <strong>tn</strong>iFd to ute Bpdsibility of 

their oen bmn'& Th. t.rcb.r's lrsk i! ao <strong>tn</strong>ir theD to aik 

luch . rcepon3ibility, 

Heoce. fo. this lesson. the studenls should bav€ read il at 

homq then in the next lesson they should rEpon to $e clN whai 

they hav€ understood. This, of couts€, can be done individualv;

edh sNdent .an contibute some thin& So d;f€rcnt ided at! 

expected and arSrme<strong>rt</strong> My dise. There is no sp€cifc form lo the 

way of conducting tF lesson. The O?c of discussion will fnally 

det.rmine thc dirEctiorl 

-- 

The !.acher codd a5k questions, which he himelf does not 

k ow $e a wer. TNs is a very imfJo<strong>rt</strong>aDt elenent m leam.r- 

-- The teacher do€s not predetermine each steP or sEgE; mlher, ue 

sM€nts' nelds dir€.t lhe lerson siagp's. For exaDple, ifa difrcultv 

&i!€s f'om misudqstadine of <strong>tt</strong>E lcsson o. a pa<strong>rt</strong> of the l€sso4 

studmts @ work in grolps or pairs to 6!d olt the ar$wer to ihat 

difrculry. 

-- The leacher's min role is to affwer questions put by the 

stud€nts std to help them to fnd answcB io tbos€ questiots atd to 

Thb ;s the fiEt leson to b€ lawht wde. the le$ner- c€ntercd 

!pp'@}t, and the t@cbs's rcle is iDPo<strong>rt</strong>ant -He should show lh€m 

how ro orsani4 tlEmelves in smtll groLps .nd p€irs. At lhc sam 

time hc should dBw their anention to the iDlorlance of cach 

individual involvem€nt in dE !€.ious activities. 

-- 

Students should be made awa.€ of the inPo<strong>rt</strong>ame of the fieedom 

of choice of tlEn *yb of lelming ot apFoaching. c€<strong>rt</strong>ain aclivitv 

Here, in lhis very lesson for exrmpl€, snrdents can decid€ wh€ihcr 

to st n F.ding the A|bic ot lh. Englkh ve6io$ as dF two po.tDs 

are writicn in English and next io ih.! drre i5 a lranslalion to csctl 

Il dnuld b€ remembeRd lhat fr€.don of choice of doinS a ctriain 

rak h one of the leam€r-c. e€d .pp@h feanrB. Th€ 

phnosophy behiDd il is that eaoh snlde nas bs oM way of 

leaning and also his om s<strong>tn</strong>teSies, lthich nav difer comPletely 

fiom lllst of the otha learncrr. 

- In this lessn student! should be $aimd to gr'r€is words nom 

thcir conrext Thi! is a very imponanl skill in lhe ledEr-ondl.d

approaches. Therc are other types of strateS/ in which tbe tencher 

ln ro remjnd th€ sMents of. So wh.lever strates/ is available 

shoukl be cled io lhe students so that in lhe lesson to com€ thev 

may refer or use thc ones lh€y Pref€r. Such s<strong>tt</strong>at€8ies ate: _ 

! ConsultinS the teacher 

! Consdtirg a dictjonary 

n Consuldng other classmates 

E Usirg <strong>tn</strong>en special stat€8r€s. 

Th€ comDrcheruion questions, which come acer rhis leston a 

wel as after;l o$€r bdons, ar€ nor arswe.ed as in the <strong>tn</strong>ditional 

approachs ul€ss lhe snrdenb the!$elves want that. 

ASer-$9-I€99!: 

- lt hai ben not€d that al<strong>tn</strong>ost all thc snld€ s have not rc.d dle 

ll:$n i.e. ,,!, tM po.<strong>rt</strong>s, honE It <strong>hr</strong>s b€€n a verv good 

oDN<strong>rt</strong>rmirv for ^r th€ e.chs ro exploit this and give tlem a leston of 

tirf-U",itg .A of blhg Fsponsibiliiv ov.r their oq l€imin8' 

The fiun of this obvious th€ ne dav; the sndents re3d U|e 

n€)d le$on w'rhoul "€s exceptioA snd ca<strong>tn</strong>e very well prePed for 

disclssion- This is jusr an emple of what will be €fered to again 

dd again a rle areetetr l6so<strong>tt</strong>5. 

-- 

The studsrs were ask€d tlte r€asons for not r€adiry ar home' 

ilEir snswets w€rc alnost thc stmc that tl|€ tcacher did not oell 

them to do ir So as a frst soluion lo this very lessoA lbe 

r€s€schq-teacher lsked then to 8et jnio ItouPs or palll or 

indlidually as rhe) pr€fer atd resd dle rvo poers and b€ sdv for 

strEl dis.ussion of the genelal idea or E€rnins ofde lessor Th€ 

snrdent! were somewhai hesfta to work in gtoups dnl the 

B@chet hlerfses and slFws how thev havc to work D grorps 

a'd the inponan@ ofdoing that for efrective lerBing ofErslish- 

-- The studenls work€d in grouPs and some in Pairs with some 

corf$ioD. Tle leacher walked eound and enoouaged thd' TIle 

students worked out the ffnt poem and afrer that lhe second one, 

which was bener than they did it the fi-rst oDe Discussion folowed

Affer adaotation: 

--- It is the students who have to read the rubncs. Thev have io 

Dr.dict what the situadon js. This @ b€ ion d|e dcture aod tle 

-- The teacbels role is lo put students' idels together and to guide 

lhe dis.nssion to its right padl 

-- The stude s discN the pictut€ with the h€lp ofth€ tsch€t lor 

ex,nple, they have to idendry who is 'Bill' and who is lhe othcr 

p€Iso? They should say how they come to loow that. They have !o 

do thar ofcouse, withour th€ lookins al the actual dialosue. 

-- T@cher tels thm to imasirE rhe situation and urriie the 

conveEarion betlv€€n Mr. Bill md dte .eceprionis! who will sy 

that Mf. Hossni is out at lhe mom€nt. This aclivity cu b€ done it 

- ft. snldds wn6 faced e/ith difiqnty @ ur. lhe approprialc 

shategi€s like the use of Ar"bic or any olher stlategies they think 

ot 

- The s<strong>hr</strong>dents in erouF rcponed the \$itren dialoSue ro rhe 

teach€r ard fie rest of the class. This was fonowed by a discussion 

fo. @l'rent.nd/ or addhion. 

-- h is only now tiat th€ studenrs arE asked to look at the actual 

dialogue. 'ftey h6ve to comrare their ve$ion with the original one 

and s€€ the simi<strong>hr</strong>iti€s ard diftrencg. 

-- TrEse differcnces arc coNidercd as d|e lacl€ that th€ stude.ts 

need to le3r! this is a basic !o leamer@nleredness. 

- lt is herc that the teachq irrerfe.es srd exphits tlE n.w it€rns 

with the !tuddts' help. 

Dialosuc (2) 

. This di.logle. ir nEny €spects. is sirnilar ro fte prcvioc oner 

so d€ s€@ $.ges wil be fonow€d wnh ndb.r othd stag6 wil 

. Role-plar: D which studeds play lta rcle of a pe.son and a 

receptiotrist and act our the dialogE. 

. Tley have to hvsr the name ofthe company or the situatior. 

. They have lo N th.ir Imes exc€pr for the one who plays the 

rol€ of lhe rec€ptioDisl.

. nEy change or ldd infonnation oftheir om 

. Any fom that conveys the trss.8e is accepted. 

. Thi+ ofcou6e, i5 optioDal; it is only for lhos *ho wdt. 

After the lesson: 

- Thes€ two lessos werc a<strong>tn</strong>ong d€ most intereling l€ssors 

ubich show€d a Sreat su.tss ard which werr a.coding lo tbe 

-- AI tle class (dcept for r few weak students) wanted !o act 

- Mdy hteGtirg id€as. bpics, Dame of comPani6 *ere 

sugges&d by dE lerD€ls. 

- Thosc anrd€nb who are flucnt appeffed to ih€ suhce and 

werc encluraSed by <strong>tt</strong>€ teacher. 

- Tbe students bsaBe mre inclined to ue Eqlish for 

asking questions inquiring abou! 6jngs or words elc 

* i.c! di.logu. t@k r*o p.riod! (90 Di!!t6), 

LESSO 2.a (3-1): 

gebre-AlEP!3ge! 

. By now tlE snldmts should hav€ mme to <strong>tn</strong>o{, what they are 

required lo do wilhod Se oeld for tle tea.hs !o t ll them ehal 

. They also sbould have c6De !o deleBiF how to do lhe 

rcrivities (in pairs, srcupq or individually). 

. Ih€ leichcr's role is, as a fu)al rcso<strong>rt</strong> to b€ contultcd wben 

. Ore ofth€ things t}3t aI€ hardly iouched woD ud.r tlditional 

approaches is teaching s<strong>tt</strong>dena some social vEluEs and nonns of 

behaviors that are desirabl€ lik. usirg som Dotes showitg tbat 

$e roorD or tie house resident is out or i! th€ place.

A!erid4@qe4: 

The lesson is dore alnost by the sludenls lh.mselves with very 

li<strong>tt</strong>le heb nom $e teach.r. 

Dialogue (3) 

Before ad,.ptation: 

.-- A dialosue like lhis is urually done by s<strong>hr</strong>denis individuuv 

eying the answ4 ard dle leaolEr writing th€ corect atsw€$ ou 

{|e black bodd. T}|e sndent! copy th€ question! and mweB and 

dEn filI ir dle blrrk- 

AtcEdalElg!: 

. SMents shodd wo* in pairs to fill th€ blsks. 

. lts iD paiF (sanplet tltcy have to rcPon to the ie4h6 ed to 

. Afrer that @Gs lht d;!.u$ion of th€ corrcct ,lNe.s. 

After lhe l€a3on: 

. The students pr.ferred to do this dialogu. al home a hom€wo* 

. The teaclt€r lold then to do the one in th€ir workb@k mt 

this one and lhey agre€d. 

. As they fnished they werc told !o inagine lhal George !ta! 

sp€aking to Salem, what sre they sayi4? 

. The studmts worked in psirs, (Sotu€ in gotrys). 

. Tlr€n they relo<strong>rt</strong>ed back to the t€acher ard to be class. 

. As a result many interestiDg idess cam€ out. 

. Tlle whole activiry was a fua and lhe t€aching process moved 

beyond tbe actual lesson.

LES9oNS (36) 

&&relcr!e!e!i 

Th. tcaclEr is thc om who first reads th! intoducl,ory 

paragllph ,rd alks dE studcds somc qEstiors to Mt€ $rc lbll 

lhcy rsd.rsrsd rb. situalioD- llcrc .rdr dF lcsror|. 

4&44!e$si 

. Il is dl. studcd! who hlvc to r.ad tlE i roduclory patlgrrpl|" 

'ney sbould fird ou rbc gdd trario& 'IfE lach.r iDftm.d 

fian nol b l€ad woid for word. 

. A vollnLc. surd€nt r€po<strong>rt</strong>s io lh. cLss what h. lff k tllc 

p.llglpb is abou. 

. Th€ r€n oflh ch*s eiLh€r .gre€ or disrSrc wilh lh.t snddt. 

. Diectasion citl Foc€.d. 

. Sld. r rcld dr. lcncr irdividully and silently. 

. ne urlno$r words 're io bc g'sr€d as usual. 

. Thc lc<strong>tt</strong>cr hyod and otlEr r.lat d points a<strong>tt</strong> l.fr lo dEir t!. 

(63) Coun bot 

;s lcfr !o th. sndcnb to b. done at hon|€. 

-This 

-Thc 

ani.'[s rrc nDird.d of inpotue doiry bomwodc 

should write ltlc lc<strong>tt</strong>lr a4cordiq io thc irliuctions gitlll. 

-Thcy 

-Bu rhc r.!.her h'3 ro be $m $at i!€y 'irdlrsbDd l!. 

'n$ ca! bd $e $i.tla optainl{ io th. cLls wb.! is llquircd 

r'

. Most of th€ sMents did th€ homcwo c 

. The teacher olleled lhc lcn€rs. 

. Mdy intereslins piees of writinS were found. 

. The leti6 N cor€cled and matk and e dlen kept with th€ 

t€ach6 for laler u!es. 

LESSON (n Dicti<strong>tt</strong>or: 

This leson is dropped out because dictation mav mt make a 

big difi@rce beh{e€r ihe <strong>tn</strong>ditional and the lesrer'@DteEd 

approah in teaching dictalion. Howeve., the ieacher could mare a 

lor of iloprcterE t in presendng diclation lessoG iD a more 

LESSONS (E9.ro) 

B@3c3pane!! 

Tt€s€ t<strong>hr</strong>ee l€ssois are t<strong>hr</strong>.€ sections ofonc single toPic; it 5 

divided this way becaE n is di6cull lo r..ch th€ wbole Pa$ge in 

one siigle penod as a sinel€ l.ssof,. 

IrF nonor.l lmtllod of tcahing dEs€ tree lessN js tl<strong>tt</strong> tbe 

students haye to read the passagp. This is usualy dore by sone 

stud€nts esch rcads s few lines aloud. Th. rcst oflhe class fo ows 

dEir felow who is reading. 

The t@chq's mle is lo delccl any SrMtical or 

pronwiation nistak€s and b concct then irnmediatelv 

Tlen the te3chs sks thc cornpreh€rsiot qu.stiols prcvided 

after elch passage. Ard h€re ends thc le$or! 

Tlnugh the leacher's guid€book recomffnd! th€ ue of 

th€ picture dd ilN!-ation in tfF stud.Db' books; vet $oh 

activiry never takes place. 

The same is trE abod sil.nt rcadin& TIE teach€r is dire.t€d to 

nake N of it, but lhis hardly happens. IrE Fison is pe.ha?s 

tlE lack ofaweenEit oftlE inplication ofsilol nadjt&

Afier adaotaffon: 

Snrderls g€t m paiB 

They have ro prcdicl 

or groups and discu$ thc picn@ that 

from rhe pictrE whar the following 

Individlsl npsedatives rcpor! lheir 6ndings. 

Th€ Gacher's rcle hue is to tr'rlt3ge tlr€ work and sp€.iry lhe 

workirg tiDe ,nd also dier rlc dilcussion ro d|€ rieht direction. 

R6ading Skll13: 

Individualy the s<strong>hr</strong>dents' slan r€ading tle passag€ but this 

tine for sp€cific informtion (sbnnirg} For .xnnple, they arc 

asked to look for the foltowing iteDs iD lhe p6sg€: - 

. The name ofdE b@k mentioned in the passag€. 

2. Nabil's wife's tlme 

.3. Cly) .nding adv€rbs...Etc. 

Afier they lnish @ding for speciftc inforMtio4 they @ 

proc€ed to rcldins for smeral infomatjoil Agait $cy can do dis 

iDdividlally dd silendy. 

Anoder skill is atlN,rg Ue new words mearings, fint 

wnib Rading th€n wilh lhe t€achcr. 

- A discuslio. point. Why did the compey send N.bil a b@k 

Any sugS$tioB by the sn]derls d€ acc€pted 

gnrE <strong>rt</strong>icil point Conditional Se enc6. I should be cle€r 

-A thal even gram|E tqs goi a place nere even d|ough this ; ml 

stressed by leamcFcentercd apprcaches. Th€ gra<strong>tn</strong><strong>tn</strong>aticd point 

h€r is abod conditional stcnces. The ssrd€nts shodd try to ey 

what such sentences mean. The teacher should Dol explain ot y 

aie.lhe students tf then best.

EXERCTSES (6,7,8) WORKBOOK 

B€tore adrotation: 

Exercises like lhse .r€ lsually done by tll€ leache. dd lhe 

snrde<strong>rt</strong>s copy th€ 5rsw6 Fon the blackbodd. 

A<strong>tt</strong>e. the l€lion: 

Every lhing went normally as plaruFd .xccpt fo. the 

ga,mtical ilem!, wbich took tirr ftom tbe strddls to Prod@ 

tb€ pasonaliz.d sentesrs: fJ ).€'. .ria ... 

The same i! true with the exercises 6,7,8 mentioned above 

The students gol iD grows and djd th€D- The teach€r went a$und 

helpjna aDd sometin€s cot@ting if nced€d. 

LESSON (r0) 

B€ror6 adapt<strong>rt</strong>ion: 

Thi, is anolher passage of th. story, which ir th€ s€cond pa<strong>rt</strong> 

of the story " CARS or CATS". TmditioEuy, lhi! p?t s3ge js 6l!t 

Rad alo'd by lhe teach€r. I<strong>rt</strong>js ;! calen a model sdir8, Irlen 

irdividusl sndcnrs re3d aloud and others foloe in their books. 

Aner that carn€ the main conc.m ofbolh the t@h€r ard the pt4ils; 

lhis was tle answcrilg of crmprelBnsioD qEstions Hcr. cnds th€

Aft6r adaotation: 

A ...ding skill: PEdiclion: 

The students are, fust of all, given a chece to try lheir 

predictior abiliry. In this les$D this prcdiction is to try to Predict 

rhe kind of elion Nabil h going to lakc. 

Nex! cones th€ silent rsadins by dl€ whole class Here tb€y 

h3ve io confrft the frst prediction and find out what Nabil is going 

'IheG with the leach€r, they co6p@ then prcdictioN with 

Silent r.ading and th. !s€ of prediction skill is a wav of 

r€directins lhe focus of atlention fiur pur€ly linguisnc ad 

eramuad;al to medin€ru coimunication just as tbi4s .r€ ;! rcsl 

life situltioB. 

ln resDonse Io sMenls demsnd for oral @ding tEading 

a ct'n'e to @d 

aloud), som; Endom indiuduals nEv be siven 

aloud a Ie* s6tenc$ each. Hoq.ver, ftis tme theE is a p'tPose 

for this r€aditg just rcadins for dle stke of r€adins tloud- Tris 

purlose could 'ot be deal witl duouCh some more queniom or 

,hatever appropnae to dte Po<strong>rt</strong>iculat sinqdon. 

The two comprehension qu€stions may b€ t'€at€d if th€ 

snrdcnts like that. The t€echer can also add other qu€stio's for 

checkine utdestanding OdEr things ale left op'n to lhe 

requituenis of th€ situatior 

Aie4sge!: 

The whole lesson !s of a Sreat tufl ro th€ class esFciallv that Pa<strong>rt</strong> 

of pediarrn. M9I|ly lAe,ls w.te suggested by the stdents dd they 

were very mlercsnng. 

wo*noot E ercilt (9\.l*e $e Pr€uoN 

s(€rcis€s' ue studenLs 

did thi: one in gtoups som€ in pais. Then there vas a whole cla$ 

discussion ebod tlE corrccl arcweru.

LESSON (TT) 

ce&r4c!!g!es' 

The teacher uually explains ihe 'r,r<strong>rt</strong>c in Arabic and then 

inforrns the lemrs what lhey shodd do. All they have to do here 

is to look quickly at the informdon table ed tb€D a.$r,er the 

mmprelEBio questions, wbich cone afts the t ble. However, 

they looked at the table after they had .ead lhe questios, thc Poinl 

wl-ich mears $al answuins $e quesdons, snd not handlng the 

inlormarion table is lhe main inleresl. TIle t.achs aks thdn to 

iDforx0 him ahou $€ answer to quesriotr Int€r oE; for exaryle; 

student! poinr W $en f<strong>rt</strong>gers and the Gach€r ch@ses one to sav 

the arswer. That dlswer is \rritlen on tle blackboard lhis go€s this 

way wilh the rest ofthe questions. The students copv the dsw.B in 

ihen copyb@ks and lhe t acber ulualy leves th€m at tbis sra8e. 

A<strong>tt</strong>er rdaptatlon: 

. Fi6t ofall, the role ofthe sndents herc should be co$id€red It 

is rh€ studenls who should inform the teacher whar th€ robric is 

about. They have also io tell him what th€v ee r€quircd to do. 

. Th€y can 8o back lo the leacher fd clarification or wben faced 

withd;fiicdties. 

. T!, te4hs in teacher-fimted teehitrg is rev€r li,nkjtg thc text 

with F:lity or lhe ,nitrcial classroom with resl life silualioB' 

Here, there is a tabl€ containinS infot@tion abou th€ t€l€plom 

line! in sone maior tow.s in the countv. Whar is stmge about 

this table ;s tbat th€ to$tl' shovm are onlv fiod the nonh of the 

cowlry. Therc k no town iom the soud€m psrr This is a very 

good poirn !o b€ cxPloited by the reach€r to pronote dissio 

Of couse, no one mieht have paid atlention lo this Point ic thlt 

the hble is incoDplete or missing soDetbing. The reacber night 

simply ssks tllem to see if oy thing wlong with his table. Thev 

hav;; ihiDk. Thjs is a prcblctr! wbicb Gquircd ene mlDtal 

efion on the pari ofthe snrdents Tle N\ter is simple and that 

$e table is old and it bad b€en wri<strong>tt</strong>en befo.€ th€ rcuification of 

fte tlvo Dans of Yemer This k whv Lh€ souLhem lowns m 

mjssins. Hence, ore @ say <strong>rt</strong>Dt th€ ani6cial class@6 is

tinked with €al lif€ affaiB. As fte t€acher makes sute that the 

ourDose behind the table is clesr. he sbould d1rcct then lo read 

ihe_table and lhe comprehesion qEstions eilher silendv or ir 

gro'.ps or pairs. This ;s left to th€ sitution and to the ideEcnon 

of the studen6 dd to their preferences. Th. teacher then may 

ask them questions about tle infontatiot table but not 

necessaily lhe s2rc questions that are alre4dv given n th€ 

t€nbet. Th. pEPose b€hird ihis ;s to give the students ' 

message that tho$ alr€ady given qwstions ate nol €very thing 

and ar€ not thc orly objective 6s they miSht have tho'iglt 

When the sndents finish r€adiDg or discussing they can 

rcpo<strong>rt</strong> rlel 6ndi4s to the rcsl of the clals i<strong>rt</strong>luding $e tscler. 

Oirculsion mighl &ise in rceard lo rhe correcr &sweu The 

reacher should effo6ase atr' kird of posidve disNiorl 

Ater-aclplclig!: 

. The l€sloq asaiq *ent well. 'Ih€ mst int resling point in this 

lcsso( is di; point mentioo.d aborc .bod lht 6ble Thc 

srudenrs rried v;y hard and thev Presentcd differcnt answen 

3oft of which wer€ fibnv. Eve<strong>tt</strong>uallv one of them Save the 

neht Nwer. That studcnt was praised bv <strong>tt</strong>€ techer-r'seeh'r' 

The snldoI's fae was $owing ion hapPhess ofwhat he had 

achieved. The whole thing wa! a moment of contest and 

involveire ftom the whole cla3!. 

. In ths letson an extE Penod is g;ven lo th' experiDe Bl group 

dE !o ihe sblent of lhe leacher of that grow. It was obsved 

fis! tE studeds rcv€r showed anv sign ofboredom' 

. writin! is also qiven an impona placc it thls exPsiDent 

rhougirlrerc is a-grcarer emphasis on spoken Lnslish Hff in 

this lesn lhe stud€trls @ givcD a cbd'ce lo r'/nG ure answcB 

to th€ Dmvid€d qwstions ;d !o thos€ put bv lhe teachq Th' 

tcrctrerls mte is cbecti4 dd emoulgin8 lbe sMcnts Modcl 

atl3wers sre wi<strong>tt</strong>en on the board. 

Stilt i<strong>tt</strong>.atution is an nPonant elemnl in effe'dve languag€ 

l;di'c. ; thjs lsson tll. 6u m!$ sk js are integrsied lr other 

words,-lhB sM.nts bad a cbstrce to lisleq sp€iL red' ard wite'

' 

The snrdent! finished the writing of the qu€stions or checking 

then snsweF aCairst tbose provided by thE !6chei A! they 

finished lhey staned asking for homewo.k- This is a very interesting 

loi<strong>rt</strong> since ir shows thlt Lbey Mve become. lo some extenl @at of 

s€lf-learniry ard sefnirction. Fuder mor€, it shows how 

ifi€r€sied tb€y have b€crroe ,s a r€sult of this oq€neDce. It dE 

€arly $!ges and as some oth€r teacl€rs confirned dtAt when told lo 

do sone honework lhc sMet s sbowed Bwelcomc gest'B. 

* This is rhe hst lesson with lhe two gtouPs The rese@ber 4ked 

ihlm lo bc @dy for . sbo<strong>rt</strong> quiz otr th. lessoos thev bave cov€red 

l.b New Te<strong>rt</strong>book [Crescentl 

Unit (2) 

As has ben indicated 

hav€ rqy advantaaes over 

to l€mer{em4dness, and 

ad3ptation win b€ gjven. 

Unit (2) servirg the People I s.e ch.prer t 

f,,rrDple (2) L..so! 12.14 

eelier ftal th€ mw ieaching Enbooks 

lhe old orE @ncembg d|e a&Ptability 

fo. this l€asol! only exarnples of lesson 

Th€ rubric of this lesson l\ choos. the besl 

TIle 

foXowiig: 

--BvFvg 

tstion: 

teachs oflhe studY grouPs 

teach this lesson aDd their 

il€ m6iDs of <strong>tt</strong>€ ukFM words $rough

'.- Or by explaining (includin8 translation) 

This in rcgards to tle headliB 

- The passage is ulually dom by: 

a" A modcl Eadins by the teacler and sMents folloe. 

b. Students reading aloud (individually). 

c. Tescher gives banslation moslly i. AFbic atd som times ir 

EIglish. 

d- Tschcr asts studc s coDprchension qBtions. 

*.' The sarne above steps a.E followed bv the res€ar.her whcn 

tschiIg the contol 8roup6. 

A8er4g!D4!ies: 

. Thc s<strong>hr</strong>dents should explain the meaning of the tree grven 

b€adlin€s .To this lhey should us€ siBPl€ Elglish bu if lh'v 

carnot th€n dtey arE ft€e !o use Arabic. 

. Teichq s role is to negodare with tbeD aho'! tlE gim aosw6 

. Wben failure or fruration bcgiru lo show up' the teach€r ce 

give the cm€ct meatrg. 

. Onlv sh€n fie teacher is sur. tha! fifl mdersrood the meeings 

ai r* Armes ter*en th€ hsdiDst, h. c.n mve lo the 

L 

2. 

.]. 

Here tlle teachcr cads tbe model t@ding if hc se€s rEcecs3ry' 

Of cous€ th€ studctis should folow bin0, hn this time tlFy ate 

doing that with sone task to do. Th€ task is gn€ssin8 which 

h€adline b th€ rDAl suitable oie. 

D€pending on lhe o|n.mq d|€ students cm r€ad. They havc to 

r€d first of .I s edv aDd fie task can b€ to dw€r ue 

tfrh. 3ruderls lik. it they arc ft€e !o Ed aloud dpugh Lbis ivpe 

of iedins is recommnded for reai cotirnunicative u,' of 

Enslish. B; if this what tlFy want, rbev can have n or o$cfl/ise 

b;crcedeEdn€ss is no! tulfilled. Whatever the cde is' this 

rlF of rcadDg aloud ,hould atways t6ve a PqPose This 

oumose co either lo conntm previous nformarDn or check 

Bonunciatior or ro 6wer iilh.r qlEstioB and so on.

4.Croup activities: Pzn wotkor group work are to be used ro dswer 

&e underli'cs p<strong>hr</strong>ase. 

5.The srudenls e edcotmged and are fi€e to ask questions 

A&r-Ag4pgqe!: 

l. TlDush it was not an €asy job to decid€ ehich headline is the 

ridt $wer, yet lhe whole discussion was i<strong>tt</strong>ercltinS St'ld6ts 

show€d enthusiasm to dive at th€ corec! mwer' 

2. Th€ discussion betwem d€ stud€ s ad the teachef on the one 

had dd anong th€ snrdents lh€<strong>tn</strong>selves on ds other hand wa a 

3. Many rew words in the palsa8p make it sosewhai dimcul for 

th€ student! lo Ed ud it t kcs th€D a lo4er time io cover it. 

4. Pan work has been th€ rnost accepiable proceduc 10 work witll 

5. Studenis ar€ *en and heard using English when working in 

6. The teacher's rcle has b.en to 6k questioN and dir..t or E<strong>tn</strong>er 

guide $e students t, wotk in pairs or individually. In othe. 

words, his role ws as a suide 3td a h€lper. 

?. Students de b€<strong>tt</strong>er than ev€r to cope with fie leameFc€nrer€d 

activilies 3s nonnal. 

8. Some of ihe stude<strong>rt</strong>s expressed then €njoyment with this wav of 

Th€s€ are .xadpl6 of adsPled lesoN fiom both lhe old 

lextb@k EFY and the Nw or€scribed one ct?sc.ta Agaiq il is 

hdd !o d€ny thaf in mrly r€specb, tl]e new material is lbr much 

be<strong>tt</strong>er than lhe old EFY. It is oorc ePrcPriale to b€ used fol 

lems-@mered le!.hinsleming.

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AN INYITATION 

1! llrblc tlr6t, ih.n IE Elatlah 

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pll^ted trs r.lls rh<strong>tt</strong>e 

Sketcb€d a blue l.le t! tb.s c@<strong>rt</strong>vald 

aod o! tbe r.ll5 agrde! s€.$lrs 

f,lth rllEs th.i 8l<strong>tt</strong>l.led rb€a tDe suD 

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To cde to rlsit De _ 

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h-s is-n*- c-nt!n- Pt-d 

67 

7t'

UNIT 2 SERVING TItE PEOPI.E 

Four selvices 

rm I*. sdd $d I h r hlsc porrcds. My 

Job B b mL dt ! 3.L lor ri mad ffi, 

Md nens ob.y rh. ruls ofd* sd 

TlEy htla ryl.h 6t 8ut M. & 3i4id 

lnl'l3{d$I,dx€6nrdItab 

!\gE.t€tdolhacy.li*,n

<strong>tt</strong>t Saved! 

ch6$ the b€i headlln€ ior lhlt n.s6p.pe, .<strong>rt</strong>cle. 

Police rescue missing fishermen 

Fishing boat missing 

The t<strong>hr</strong>ee fishermen Lost at sea 

Parly on n'dw nrmiu ! nthhg bon bft the 

!.!l.!. or shuqEh T1'. lhe iu on bod *e 

lnr{f trr$s B bmrh.r li!'r|l. od hit cou34 

O r krc.di"g ro Yo6ir li.94 rh. {esd sE 

-F,s'ble rl]bd!@ nq s oltro$'ld3 rl'e 

a.hi'u snufr*- rhi'ry ljoME $dn ofshuqr.\ 

htr rlqarPehdl q ^bo fin.r4 

ruddr. od dtr{e<strong>rt</strong> !rr.r $ <strong>rt</strong>r' llE!!{- 

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