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the p€rson'cenrercd 6 conrEsPd with the neds b€itA situ.ationalcent@d (Bi&ge & Shermis. I 9921 32). Another theory that contribules to le3mer-ccnreftd appmaches is whar is called 'Nanml Unfoldm€nl'. It assumes tlat p@pte e mtually good ard at thc sane time active in rclation io their eDviroments. All p€ople N Essuned to be fie., alnomrnolrs md foNa.dly aclive p€nom who reach out fiom lhemelves lo Ek€ then world (Biase & Shermis- 1992:31)- Ihis poi was aiready ass@ialed with JeaG J. Rouss@u (1712-l7E). the ovelall philosophical fianework of th€ natu"l urfoldrde<strong>rt</strong> often bas b€en labeled Rol]@lic Natur.lisrl! For Rousseau, every thing in rutlE is basicaly s@d. So hurlan uiire is bolh a good and acdve, s|fdir@led agent. A bad soci.l environrneni codd make bad hurun beiDgs; $ be holds thal huDd social istituriotr @ not Mtuml. Rousseau wged leacheB to peoit sMents to live close to Da<strong>hr</strong>e so they mieht indnge fiely in rhen ianiral inpulser, iatincts &d fecliras (Bigge & Shernis. 1992: 3l). From this beory, lhe corcepis of Se€dom in classroom, ed activoess have beome pa<strong>rt</strong> of ltrs-clnrered appruch€s. <strong>tn</strong> tle words of Dr. Rashid A. Shah (1999:175): "RoNFr h tlF fiN b giE childhood ns rishtut phe. H. tut only |Qs,n d rh. ch.n ieri,ras of childhoo4 bu also feli its ihporlan€ ii rhe pmes of .d@dod Hc tel th€ *.d of e .du@tioq whjc! sbould he nI ,@d.e wir! rbc ddE & of chiHhood. Th6 Roussau hs sss6r.d rh. .bild +.i.nd educ.rio! for a e|uat sro*,ti ad A ilthe. more ftcent tbeory of leamirg that co<strong>rt</strong>libuied 10 l@q-centred app@che-s js tbc c{gririve .i@ry of l.3<strong>rt</strong>riDg. According to this theory the stlrd€di is r€garded d an active patliciparr in the knowledg+genirg process. He setects and transfoms infonnatioq construcls h)?otheses, ard atre6 those hnotlEses in tie ligh of incoBistent or disc.ep{L Eqodce (Bieee & Shemis. 1992: 125). Bruiet rhe devetoper ofthh theory ses dlat 'l€aming' is ar its b€st .thnkina', ad thjnkilg is tbe
prcess whereby o.e males serue of a hodgepodge of perceived Iicls tm$gh Mther process cslled cflceptualization (BisSc & Sbemjs.l992r130)- For Bruner (in Bigge & Shennis.l992: 134,35), the school should ercouage snldeDb to djscover lhe valu€ a'd amendabiliry of then own su€$es, !o discover th€ utility of first-order approximtion in their approaching a probl€D He co<strong>rt</strong>inu€s: -The ehool sbodd rlso dodoD nnd.ds onf
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 40 and 41: CHAPTER III REVIEW OF RELATED LIIER
Page 42 and 43: Mio@ ro humn bens sas /e4ro". Lower
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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Page 172 and 173:
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ol I ?:,-.t /t,li, ,zV|a, cr i/-/,
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EFY c aursz lad !..ll.h.'.b!.1.,b!.
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Page 180:
a iI I I I +.* -" I L."*,**,, 1".".
Page 183 and 184:
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Page 185 and 186:
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Page 187 and 188:
ndrrrrki t h th:- C'rl-!- ' J'rn: Y
Page 189 and 190:
D Da Nd.'d S$ir. re ii.. io 'hn iEr
Page 191 and 192:
UNIT 2 SERVING TItE PEOPI.E Four se
Page 193 and 194:
l! I I ' Aar,,L^, fr (" l gsLlrd:L
Page 195 and 196:
I I I I I I I I I I f } tl I I ' t'
Page 197 and 198:
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