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CHAPTER III REVIEW OF RELATED LIIERATT'R.E " Troc loowled8.' PLto rrgu.q nEt bc wi<strong>rt</strong>h u! rU .Dd lc.rdog crDrbb |oldy of ditcor|Grilg ltd w.l<strong>rt</strong> dy
CHAPTER III REVIEW OF RELATED LITERATUR-E 3.1 LEARNER-Cf,NTRf,DNESS G4IN ELT Althoueb of lemeFcenteredres, (LC) is an old concept, 'r is o<strong>tn</strong>y rcoently tbat n ha ac4uiEd a new si8ni6@e and a wide 4ceptsnc€. As a nafter of hcr, thjs con@pt dra*s tpon a numbe. of tlpories and makes use of difisent ide.r, somc of wbich dlte back lo the Greek era. However lsmer-c€nteredness as d approach to ELT is an invenrior of tbe secord half of the 206 6tury, prclisely the scvmties CNlbaD: 1989a). 3.1.1 Ililrori6l .rd Theorericrl Dev.lopDenl of LC. There are many th€des $at have mntributed to the developmenl the le3mer-centeEn approach su.i ,s th€ humanisdc menlal discipline th€ory, the inieractive lh@ry ed the cognitive tbeory. tron the frst cones lhe ide, tbat the hind of the stude<strong>rt</strong> shotdd be tained to slve p.oblemr of aI ldnds. Ihis idea fom a ve4, imgorhDt conpomd in tlE le@-crnts€d approach. The concept of mental dhcipline har iB r6ts extending ido antiquity, yet ils rDanifestations oontinue to b€ evident in the present'day school pmclicls. In the fouth century BC Plato thought tltal mental tliniog or djscipline iD ml}Ft<strong>rt</strong>ics ald philsophy $€! a Ftson's best p.€pdErion for paniciparion in rhe condu.t of rh€ public afrairs. On@ t".ined by having hi! mind developed a p€sor was to solve problems of all kinds. Aristotle, who followed Plato, de$riH al l6t five diff€EDt hculties. Tbe greatest and the one
Page 1 and 2: Departmert
Page 3: Just to remind you that Why do Jou
Page 6 and 7: ACWVuLEO9TIEJ$ I am really v€ry g
Page 8 and 9: TABLE OF CONTENTS The A bs tract :
Page 10 and 11: The Abshact: The study, in hand, is
Page 12 and 13: overall result ;s in favor of the p
Page 14 and 15: CTTAPTER t INTRODUCTION 1.1. TIIE S
Page 16 and 17: par€nts. Thcy aftibute il to vari
Page 18 and 19: ofhehavnr agaid nis will Thcrc is d
Page 20 and 21: CHAPTER II SECONDARY EDUCATION IN Y
Page 22 and 23: Yemen, of cowse, was one of rhe .eg
Page 24 and 25: 23 EDUCATION AI'TER TIIE REVOLUTION
Page 26 and 27: difrerence ;s rath€r anificial Th
Page 28 and 29: peFonality should be lreated a a wh
Page 30 and 31: The Ministry of education of the mi
Page 32 and 33: 2.6.1 S.condrry school curriculutD
Page 34 and 35: l8.The fou skjlls al€ stressed eq
Page 36 and 37: appropdate wilh the new &tivities o
Page 38 and 39: To make examination more effective
Page 42 and 43: Mio@ ro humn bens sas /e4ro". Lower
Page 44 and 45: the p€rson'cenrercd 6 conrEsPd wi
Page 46 and 47: Be.aule activities in the for€ign
Page 48 and 49: Towards the end of the l97os,anothe
Page 50 and 51: 6. Tclcher to encorrrgc lesrners Pe
Page 52 and 53: 3.1.5 Reserrch dom on L€arnercent
Page 54 and 55: deny the fact that such sppMches ar
Page 56 and 57: activities and anangements in the c
Page 58 and 59: and pragnalics (Stem: in Alitis dd
Page 60 and 61: CHAPT€RIV METIIODOLOGY ' Most of
Page 62 and 63: The target population was seconda./
Page 64 and 65: two sloups tha! were found similar
Page 66 and 67: 4.5.1 The Achieven€ posltesl The
Page 68 and 69: appropnaie when uring lhe pos<stron
Page 70 and 71: CITAPTER V MATERIAL A.DAPTATION As
Page 72 and 73: 5.1 Exlmples of L.ssons Plsns 5.r..
Page 74 and 75: s.r.2 L€sror (2-4)[old ..
Page 76 and 77: 5.13 Lersons 5'6(old textbook) Le<s
Page 78: 5.r.4I,8ols (8,9J0xold t tt
Page 81 and 82: 5.2 Enmples ofM.Ntcrial Adrpt tion
Page 83 and 84: 'n l€$on siag.s w€d just as e)(
Page 85 and 86: --Then, the snrd€nrs can stan rea
Page 87 and 88: 3.DoiDg ttl. boDrw
Page 89 and 90: €come less panicipaDl in lhis typ
Page 91 and 92:
addition, self-study aclivities are
Page 93 and 94:
Usually activiti€s, which encoune
Page 95 and 96:
6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98:
CHAPIER. VI THERESIJLTS 'hi@.lim it
Page 99 and 100:
control grouA on ihe other hand, sc
Page 101 and 102:
9flo of the total rBponses oflhe fo
Page 103 and 104:
6.13 Rsults of Ob3€rvrt</
Page 105 and 106:
6.2 RESULT INTERPRTATION 6,2.1. Po$
Page 107 and 108:
lsee tables 11,12 & l3l. The centra
Page 109 and 110:
to 'Ct.tu in ppik a capacity lu Qr-
Page 111 and 112:
variety of techniques and leaching
Page 113 and 114:
The qBtion Olai miglt be esked herc
Page 115 and 116:
qulirative natue of leming. On the
Page 117 and 118:
hem (l) is rclated only 1o the gnk.
Page 119 and 120:
(2) lesson 2/4 in the old texlbook.
Page 121 and 122:
In the next ilen (8), ir was obsene
Page 123 and 124:
CIIAPIER Xtr CONCLUSIONS AND IMPI,I
Page 125 and 126:
fte way to ihe suggested approach.
Page 127 and 128:
iespected as individual. To rcspect
Page 129 and 130:
aggrcsion or self-jutificalion as t
Page 131 and 132:
C}IAPTER XIII GUIDELINES FOR A TRAI
Page 133 and 134:
leaming is sen a! a process in whic
Page 135 and 136:
Coming to lle role ofihe leacher in
Page 137 and 138:
ft. couse shodd b€ quit clear of
Page 139 and 140:
Sellcoreclion is easier to rem€mb
Page 141 and 142:
SiDulation a a rype of activiry tha
Page 143 and 144:
Nu'an (1938:22) points out " Tlere
Page 145 and 146:
couffy are voied as follows "libenL
Page 147 and 148:
exp€dence rhat lrkes Plac€ in s
Page 149 and 150:
2r. h.r.\ t{, (rto
Page 151 and 152:
60, sbi.k,q094lrmrlt'hk4r3.ld.lht o
Page 153 and 154:
MATERIAL ADAPTATION 1.a. Old Textbo
Page 155 and 156:
approaches. Therc are other types o
Page 157 and 158:
. nEy change or ldd infonnation oft
Page 159 and 160:
LES9oNS (36) &&relcr!e!e!i Th. tcac
Page 161 and 162:
Afier adaotaffon: Snrderls g€t m
Page 163 and 164:
Aft6r adaotation: A ...ding skill:
Page 165 and 166:
tinked with €al lif€ affaiB. As
Page 167 and 168:
'.- Or by explaining (includin8 tra
Page 170 and 171:
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ndrrrrki t h th:- C'rl-!- ' J'rn: Y
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D Da Nd.'d S$ir. re ii.. io 'hn iEr
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UNIT 2 SERVING TItE PEOPI.E Four se
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