92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

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PART THREE43التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
LEARNER AUTONOMY AND LEARNER TRAININGAutonomous learning has been attracting interest and attention in the Moroccan EFL context since the beginningof the 90s. With the standards-based approach to teaching English as a foreign language in Morocco, manyprofessionals (policy-makers, textbook designers, teachers, etc) started to think it is time to provide opportunitiesfor learners to learn how to learn. In the same vein, the various EFL official guidelines (1994, 2005, 2006)devoted a lot of space to learner training urging teachers to help learners develop the necessary skills to becomemore successful and independent learners. In this section, we will outline the theoretical assumptions behind autonomous learning, shed some light on the relationship between autonomous learning and learner training, describe roles both learners and teachers are required to play within the framework of learnertraining, and finally suggest practical ways for implementing learner training.Autonomous learning definedDefining abstract concepts such as autonomy has very often resulted in confusing and sometimes problematicconclusions. However, in these guidelines, the term autonomous learning is used when learners are handed overresponsibility and ownership - total or partial-of many processes. Learner autonomy involves …• learning in which a learner or group of learners study entirely on their own, possibly during apart or parts of a course, without direct( or too much) intervention from a tutor;• learning in which all or some of the objectives are either determined by learners, or initiated bythe teacher;• learning which involves learners in taking decisions about what they learn(content), how theylearn(method), and when they learn;• learning which leads learners to become more reflective and more concerned with their own selfassessment;• learning whose capacity and motivation is not necessarily inborn;• different socio-cultural contexts which dictate different or at times idiosyncratic ways for dealingwith the promotion of learner autonomy.As stated above, part and parcel of the learner’s role in autonomous learning is self-assessment. In fact, theability to take charge of one’s own learning includes the ability to assess that learning, both to evaluate itseffectiveness and trigger further learning.44التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
Page 1 and 2: آتابة الدولة المكل
Page 3 and 4: TABLE OF CONTENTSThemesPagesPreface
Page 5 and 6: PART ONE4التوجيهات الت
Page 7 and 8: even when they graduate. The areas
Page 9 and 10: PART TWO8التوجيهات الت
Page 11 and 12: requires that they should be treate
Page 13 and 14: Listening content standardsThe guid
Page 15 and 16: Teaching speakingPromoting learners
Page 17 and 18: techniques appropriate to the audie
Page 19 and 20: • Different levels of formality;
Page 21 and 22: • Allow learners to act as group
Page 23 and 24: • Reading and writing are closely
Page 25 and 26: learning; and thus identify their l
Page 27 and 28: - report on reading from different
Page 29 and 30: learners boost their writing compet
Page 31 and 32: Teaching/Learning Language Function
Page 33 and 34: • Information gap tasks ;• Opin
Page 35 and 36: needed. Since new trends in languag
Page 37 and 38: current tendency to focus on commun
Page 39 and 40: TEACHING VOCABULARYA rationaleThe p
Page 41 and 42: instance, creating mental linkages,
Page 43: learners to ask such questions, wit
Page 47 and 48: LEARNER TRAININGLearner training re
Page 49 and 50: • Recycle these strategies in pra
Page 51 and 52: teachers can use David Nunan’s (1
Page 53 and 54: CLASSROOM MANAGEMENTClassroom manag
Page 55 and 56: for theme-based textbooks. Teachers
Page 57 and 58: M.E.N. (1996). Recommendations péd
Page 59 and 60: • acquiring independent thought a
Page 61 and 62: and achieve the objectives set for
Page 63 and 64: PERFORMANCE BASED ASSESSMENTThe sta
Page 65 and 66: 1. Think about how you would tell a
Page 67 and 68: writing. For example, a common core
Page 69 and 70: Performance-based assessment: Vocab
Page 71 and 72: PART FIVE : Syllabi70التوجيه
Page 73 and 74: 3. Food4. Shopping5. the arts6. sci
Page 75 and 76: Generate questions about a textInte
Page 77 and 78: The Second Year Baccalaureate Sylla
Page 79 and 80: o Speaking content standard 3: lear
Page 81 and 82: -Past perfect;-Future perfect;-Cond
Page 83 and 84: التوزيع السنوي لما
Page 85 and 86: التوزيع السنوي لما
Page 87 and 88: Appendix ASpeaking and listening sk
Page 89 and 90: Appendix CListening activities and
Page 91 and 92: Appendix ESQ4R metnodSurvey the tex

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