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Chapter 2David Nunan and Clarice LambMANAGING THE LEARNING PROCESS“I dunno,” Jimmy said, “I forget what I was taught. I onl) remember what I’ie learnt.”(Patrick W hitc)You are glen the experiences 4ou need to understand thc norld.(Paulo Coelho)IntroductionHE DECISIONS THAT TEACHERS ARE REQUIRED tomakc duringthcT instructional proccss are all driven by the nature of the program, the goals ofinstruction, and the necds of the individual learners. It is therefore critical for us to considcrthcsc issues before turning to thc management of the learning proccss in the classroom.[. ‘ .IIn this chapter we cover the following issucs and concepts:Setting the conreit and cle_f;ning term.s key terms defined arc “learnci--ccntci-c-dnC‘ss,”“cxperiential learning,” “humanism,” “learning-centeredness,” “communicativelanguage tcaching,” “high-structure and low-structure teaching”Curriculum processes the scope of curriculum development and the importancc ofcurriculum development for the managcmcnt of learningNeeds analysis definition and examples of needs analysisSetting goals and objectives from learner needs to learning goals, illustration of goals antlobjectives, how clcarly stated goals and objectives provide a sound basis for managingthc lcarning processSetting the context and defining termsI. . .ILearner-centerednessThe concept of learner-crnteredness has been invoked with increasing frequency in rcccntyears. What docs thc tcrm mean? Likc many widely used terms, it probably means ratherdifferent things to different people (Nunan antl Brindley 1986). For us, lcarner-centcrcdclassrooms are those in which learners are actively involved in their o\vn learning processcs.