I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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whethe. he is m ordinary man or a student. The esearch in hand is<br />
about th€ leamer 6 a ce<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>ral agent in Lhe reaching/leamhg prccess.<br />
But this does not nee thal tbe teacher is no morc impo<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>ant. Il is<br />
oliy a maner of diffeHt roles !o be played by bodl agent! the<br />
Ieacher md the leamer. No doubl, the lemer is al the c.nler ofth€<br />
process as claimed by leamercentercd approacbeq but indeed only<br />
lhe l@chd can develop a leaner-centercd cla$*oom (Mckin.<br />
1972, i, Ali|is. l9E1: lE). It is only tlE s..rrd hguge ie.acher<br />
who cd hciliiate the whea where, md how of lffiing aother<br />
language, or c& sin8le-Isdedly thwan jt. His respoNibility is<br />
awesome. SoDcor|e onc€ more that a lrscher "affects etemity,,<br />
(Mckidlgz. iD Alids.l9El: l8). Th€ power of th€ teach€r to<br />
afiect people's liv€s is v€ry real. TlFre is a responsibility that the<br />
teacher should6 when hc msk€$ s dsisim to be@@ a secod<br />
larguge lachei The rol€ of rhe t€ach€r is Doi slatic; it is a<br />
dyrdic oft and alwars iD a constan claoge.<br />
The second rnain elemnt in lrnguge [e&hilg process afrer<br />
th€ t€:chs is lhe actjvity or th€ tcachiD& TschjrS can eitlEr be<br />
sood and successftl or bad dd usuccessful. Successtul language<br />
t€ac,hirg is uy activity, which facilitlrg l€ming (Alitjs. 19E I : E).<br />
Lesuee teaching is a mobile professioa dd bccaue of its<br />
corrituoE clange all that has comectior with ir ircluding<br />
cEicdm and nethodolog/ Dst b. clalsed accrrdinely.<br />
Th€ €ssence of good larguage teaching is char.crerized by<br />
tle folowing: (l) The class is ar e3se in workiry $ith $e forejgn<br />
leguge and seldom reverrs to rhc native languagc !o epEss ar<br />
idea. (2) Interut ; hi8h and stude<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>s come to clals wirh a real<br />
desn€ of le,3mins md pa<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>icipaling. (3) Neither leacher nor srldentg<br />
d€p.nd on tle bmL The Etdal is flexible and firs th€ neeis srd<br />
iircsts of the lea<strong>tr</strong>rs. (4) IrE sM€rrs do most of rhe speaking.<br />
TlE t@her only frcilitales dd suides. (s) Conilol of lhe ctass is<br />
with fte reacher atl tle linq th€ students l@k foMard to him for<br />
ditection <s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>d rimin& th€y are xnade awal€ of <s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>e objErives of dF<br />
foreign lmsuge (FL) and how a tcchnique will help them l€am. (6)<br />
Stardards' perfo@ce is high; $e teaclcr ses rbe studenls as<br />
neil}'a oveF nor underrhallengc4 and tes6 are designed !o assist<br />
whal has been l@ed. (7) The.e is aiwa's a corstanr vdiarion of
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