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Towards the end of the l97os,another model of languaSp
teaching was propo$d i.e., l@er-.entered; it r€quired sone very
gre3t charges in a<strong>tt</strong>itudes both toward what io lcach ad how !o
l6ch n (Yatde!. 1978:54). f<strong>tn</strong> was a.eactioD a8ailst tbe extu6
of b€haviorism in second languag€ teaching. The languase leaming
was dven mot€ a<strong>tt</strong>mdon the €ver. A! a lock step Lngoage
leaming has b€€n proven tuftcrive. A difrer€nt alt.rnativ€ in the
l.arning styl. ha! thB led ro a much more complq view ofwhat is
called len€r-c€rlered apprucnas.
This b"e of instruction i.e., Ieamer-€mtered instruction
irclud€s choices of fou sn6 (l) obje.tives of lesni,& (2) raie of
le@in& (3) iEthod or style of leimirs ard (4) @ mt of l.aming.
Th€ co.cept of one melhod ftr ail leacrs has disppe@4 and the
leacher becon€s less visibly centered. Irut€ad the leam€r is 1o b€
c4<strong>rt</strong>ercd (Yatder 1978:55).
2.13 Implications:
Tl'ere ar€ nay implications tat are related to leamer
cetie.edrcs. The folowing {€ some ofthem.
r. A.quilition veBB lcarDiig.
kaming has comc to be knom ai acquisitior l,e.miDs i! a
forMl kind of leming. It is achieved with som€ intdtions and
effo.ts. Acquisiiion, on rhe other hsn4 is a lubcoNcions p.ocess of
lesrlinS ofa llnguge j6r like rll€ child doe yb.n he a.auB his
first lang@se. So languse a.quisilion in this sens r€quneg
meanitgfin iDreractio, in *re targei langusge and nat|fal
conununication in which sp€rkeF arE not concl<strong>rt</strong>€d wilh the turn
of dt€ir unemces, but wirh xoe$ag€s they @ conveying. Tnjs, i!
t n! means u'al enor correction and explicir t€aching of rutes "re
not Elevdt to lhis @w n.rDiDg ofbigu€. a.{uisitior
2. E.rors rre not to b€ corl€ct€d
Ercr corection has rcceived liile enphasis in le2nerc€niered
approaches. For a leamer-centded app.oaci where
acquisitioD is lhe flle, laDSlagp lmirg shodd be teft wftbou