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deny the fact that such sppMches are demanding; b<strong>tn</strong> this is alrnG. trw to all ideals- Th@ de l:my constrainis tlat pr€s€<strong>rt</strong> thenBelves ir the way of ledeFcenteredness and again this is applicable to every Dew stuation includiDg Y€I0cD. Such coN<strong>tn</strong>ints ar€ actmwlcdsen by many of those who experierced Ieamerrentercd iBiruction. Whire (1987101) fd exaspl€, Efcrs to thjs saymg "Like aI sEh uiopid ploposals, therc wil be problcms of inpl€n€dtirs it tu tlE wdld of every dsy afrairs". Tudor (1992:33) also points oln that th€re ar€ two sets ofconstmins o. &caors inst ore hls !o tak€ into account if l€anFr-cent€rcd progm is to succeed). Thw ar€ factors rhat ar€ rel.ted to learieB' readiBs ard f.ctors that @ Elai.d lo the dtindiml ard ln,ledal 3I Lf,ARNER.CENTERDNSSANDETFECTIVE ENGLISH CLASSROOM h ltuguage leijnine as in o$er subjects, therc atr thtE€ m.ain el€Dmts tbat m,ke tp rh€ whol€ pro.ess (l) tb€ r€2cher (2) rlE leamer (3) tbe activities i.e. i€ching. Each one ofdesc elanenrs is itrdisp€osable ro Lt€ slacqs of rlte lsgu.€r leami's proclss lAritis.l98l:7). The Teacher is d€fiftd as the ag€nt who h intended ro facilitate tb€ leiming for anothcr pcBod ofa larguage, which is not hi! mtjve oe (AIds- l98l:7). TIle leaDer is the aaent for whon rhe teacher faciliraies l€milg (Alitis. l98l :8). The teaahing i! any acliviry on the pl<strong>rt</strong> of on€ lerson inlcnden b facilitate lerning on dl€ pan of strorlq (Aliti!. l98l: E), The leacher is still inpo<strong>rt</strong>ant ev€n unde. leameFce €red appro&hB- It is llu. dlat tbis agc js th€ age of dle indiyiduat
whethe. he is m ordinary man or a student. The esearch in hand is about th€ leamer 6 a ce<strong>rt</strong>ral agent in Lhe reaching/leamhg prccess. But this does not nee thal tbe teacher is no morc impo<strong>rt</strong>ant. Il is oliy a maner of diffeHt roles !o be played by bodl agent! the Ieacher md the leamer. No doubl, the lemer is al the c.nler ofth€ process as claimed by leamercentercd approacbeq but indeed only lhe l@chd can develop a leaner-centercd cla$*oom (Mckin. 1972, i, Ali|is. l9E1: lE). It is only tlE s..rrd hguge ie.acher who cd hciliiate the whea where, md how of lffiing aother language, or c& sin8le-Isdedly thwan jt. His respoNibility is awesome. SoDcor|e onc€ more that a lrscher "affects etemity,, (Mckidlgz. iD Alids.l9El: l8). Th€ power of th€ teach€r to afiect people's liv€s is v€ry real. TlFre is a responsibility that the teacher should6 when hc msk€$ s dsisim to be@@ a secod larguge lachei The rol€ of rhe t€ach€r is Doi slatic; it is a dyrdic oft and alwars iD a constan claoge. The second rnain elemnt in lrnguge [e&hilg process afrer th€ t€:chs is lhe actjvity or th€ tcachiD& TschjrS can eitlEr be sood and successftl or bad dd usuccessful. Successtul language t€ac,hirg is uy activity, which facilitlrg l€ming (Alitjs. 19E I : E). Lesuee teaching is a mobile professioa dd bccaue of its corrituoE clange all that has comectior with ir ircluding cEicdm and nethodolog/ Dst b. clalsed accrrdinely. Th€ €ssence of good larguage teaching is char.crerized by tle folowing: (l) The class is ar e3se in workiry $ith $e forejgn leguge and seldom reverrs to rhc native languagc !o epEss ar idea. (2) Interut ; hi8h and stude<strong>rt</strong>s come to clals wirh a real desn€ of le,3mins md pa<strong>rt</strong>icipaling. (3) Neither leacher nor srldentg d€p.nd on tle bmL The Etdal is flexible and firs th€ neeis srd iircsts of the leatrrs. (4) IrE sM€rrs do most of rhe speaking. TlE t@her only frcilitales dd suides. (s) Conilol of lhe ctass is with fte reacher atl tle linq th€ students l@k foMard to him for ditection <strong>tn</strong>d rimin& th€y are xnade awal€ of <strong>rt</strong>e objErives of dF foreign lmsuge (FL) and how a tcchnique will help them l€am. (6) Stardards' perfo@ce is high; $e teaclcr ses rbe studenls as neil}'a oveF nor underrhallengc4 and tes6 are designed !o assist whal has been l@ed. (7) The.e is aiwa's a corstanr vdiarion of
Page 1 and 2:
Departmert
Page 3: Just to remind you that Why do Jou
Page 6 and 7: ACWVuLEO9TIEJ$ 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 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 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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Page 174 and 175:
ol I ?:,-.t /t,li, ,zV|a, cr i/-/,
Page 176 and 177:
EFY c aursz lad !..ll.h.'.b!.1.,b!.
Page 178 and 179:
tlBlt cuJr :r+--! or . r1!E n{a. h
Page 180:
a iI I I I +.* -" I L."*,**,, 1".".
Page 183 and 184:
ldr.r.l3tb.Dlir'ft4. ,tJn K U
Page 185 and 186:
t':,.
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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Page 200 and 201:
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