I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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overall result ;s in favor of the proposed leamercentered appmach<br />
In fle lecond pan of *is cbapter $€ difrerent rcsults of the duee<br />
inseunerrg are int€.preted in a prose lanSlag€<br />
Chapter seven presenb lhe gen€ral conclusion of th€<br />
experimenr a'd gives some implications for tuture inplenentation.<br />
It is concluded fion this study that a leameFceder€d apProac[ in<br />
its ;d€rl fora is difficult to apply at the present. A Bodified forD<br />
of it, however, is very possible. This adapled form is a modified<br />
veBion of the idesl o.e and is sonevhere in the middle b€twe€n<br />
the uaditional leacher-centercd approach and the leamer-€enlered<br />
orie. InplicatioN for impleDmtiDg this modified aPPmach are thcn<br />
suggested.<br />
Chaplet eighl is a fmal chapler' Herc some glidelines for<br />
ft$re t€acher <strong>tr</strong>aining coune arc given. Such gujdelin€s ale need€d<br />
if a leamer-centered approach to ELT is to succeed. The proposed<br />
<strong>tr</strong>aifling course is to be dnected to pre'service teacbers lthose who<br />
ar€ <strong>tr</strong>ained to become teachers of Englishl Wlat nEkes this<br />
suggesied coLB even moc inponant is ihaL be ressrcher<br />
himlelf, could use it while conducting teacher <strong>tr</strong>ahina a! the<br />
universiry l€v€I. This gives the whole rcs€arch a practical Dsture as<br />
ihe oulcomes N to be 6.d for r€al teach€r <strong>tr</strong>aining. In olher<br />
words, the research is not just for $e ressrch sake; it has a<br />
p.actjcal atd realistic dimension.
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