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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d. Misiakes $ar aff6t a long sre&h of language e more<br />
ilnpo<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>arr than mistakes, whjch bave only a loc.l .frcct<br />
(TuheD: 1988.5).<br />
The *ona co.pooenr of the FainiDg coule is aw.reness<br />
of the underlying rol€s of bolh leacher and le3mers und€r th€<br />
l@er-cerneredness. Aeain, <strong>tr</strong>ai!.es should not ol|ly be taugh!<br />
theoretically for tuore applicatioq they should behave tom now<br />
on according !o ron<strong>tr</strong>! established by l€lG-cenlered approa.h€s.<br />
Henc. the first imporbrn thing dtey haw io be aw@ of iD this<br />
cootext is tbat what actually iapp€ns with learner"ceDreredGss is<br />
the cheSe of roles of both the teacher dd lhe l.amer. Wh3l are<br />
thBc roles? Ilis is what they bave ro krow.<br />
The tairees must know thlt th€ <strong>tr</strong>.ditioral role ofdE tcactEr<br />
has been as a codrrolls of the clasmn and the llaNni<strong>tr</strong>a of<br />
informatioq this i! no mrc valid. I6t€ad, he is supposed to<br />
urd€nske a d;ffcrcnt rcle ard tli, does not mean thlt he is l€ss<br />
impodant tllan he is Nd to be. Actuly his resporsibility is<br />
he3vier a! he is regarden a course dsigt6 a weu a a lEmjrg<br />
fdilirator. He is a guide ud helper, couBclor snd friend to his<br />
leme.s- It is tboudt tlDt tainirg in rcle change is mt o 6y one<br />
lo take for lhe in-service t€achers. Thb is so b€caule nost teacheB<br />
have been rained dd gained dl€ir expe.i€nc€ in th€ <strong>tr</strong>aditionat<br />
mode. A cha.g€ in lhe role from that of'p Enf !o that ofrhe equal<br />
ne.6sitar6 a cLnge in altitudc, which cin b. quite larD.ric<br />
(Shedin. 1987: 1. On the otlEr ha it is muh caier fo. students<br />
io be dependenr and ler som€ one els€ iake the respoGibiliry. This<br />
is the way mosl educadonal s'stem! work, &d therefore what most<br />
The o?ine€s should b€ infonned that uider the le@ercenbred<br />
appmacl.s t€&bing lar chdgen to Llming. Tlljs is also<br />
lrre to the new technologjcal age, which is the age of the<br />
individual and s€lf-leding aidcd by tle recluDlogical eq'ipDcDrs<br />
like the comput . ard lnemr ctc. Tis musr b€ ciear lo the<br />
r.inee, and dtey have to clry on rhis to then finure plpils.
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