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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