I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

cflective and creative. lt is also said lhal self-access roter'al
iDforns and 8oer.!y Eises awe€n€ss (Sheeri'1989r 24)
The essential prcrcquisite to self-leaming ;s <strong>tn</strong>e provision of
sef-access mtsials wi$jn & orSanted f"ne so those $'idents
can get what they reed. But it should b€ remembend lhat lhe
trairees must be awde of th€ b.nefits of this fom of leaminS
$roud self-access nalerials. They have to know that many
ldSlEge leaching pmblems like hixed abilities cbsses, 3Mcnls
wiih ditr€rcd backsrouds and needs, psychologicd and
peBoraliiy ditreterr€s between le3nle s, aI 6 be 3olved by <strong>tt</strong>te
provision of sef-ac.€ss libmry.
l\eejs arulysis: Arcthd mponafl comPorent of tbe
tminjns com€ is what is called needs analysis ln order fof the
prospective te&hers to apply needs anallsis !o tlE students in
tuture, th€y have ro be tdined on lhis arca fiom now on For this
trainirg lo b€ cfr@tive, dF leacher traiF has to apPly it 6nt with
th€m. In orher wod5 ilE subj.cts or the training riatfiial in thc
faculties of educalion should b€ bas€d on the aDlys;s of the needs
of the Faine€s. Bolh the objective and subjectile needs have to b€
aral'%d. Ifat tbe beSisin8lhis is foutd to be impEctical,th€n al
leat a Dan of the cou.se should b€ based on the rainees' needs. As
this is done, then the traine€s must be trained in the Prccea, of
@lyzing leamers' fteds. Of course, a<strong>tt</strong>ention should be drawn to
the ditr rence benre€n dE train€€J situation and th€ir tuhne
pupils. While th€y e to be English bachers, their students will
oDly be s<strong>hr</strong>de<strong>rt</strong>s at s@Ddary school lcv€I. ThercfotE, dley nave to
be 0eribl€ and etastic in NiDS fil.s techDiqE i, linw.
Th. tca.hes' Fain€.s should d|!w tleir studdts' atiention !o the
diffetff. berw@! nec€ssities o. reeds as obsffid bv tbc teacbers
thems€lvcs o. by th€ course designers, o. in son€ ca3cs by the
sDoruors. ard what the trainees want or feel they ft€d. In oths
;ords, th€ objective vie$/s tom the ,ide of the teach€r lnd the
slbjecnve on€s o, th€ Fn of the l€am€r cu dd do cotflict wi$ a
corlrequc destabilzing effcct on molivatior Wh€n designing a
@tE or usitg n€thodotos/ both views Nst be accohhodaLd.