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activities and anangements in the class. The teacher always keeps
nors of what soes on. (8) The darsroon atDospbeE encowges
the students to use tbe FL. Th€ teachq leads lhe lemers to create
n€w sjtutions ud to t?ke hitiativ€s. (9) The teach€r's persoElity
is demndiDg" yet fan and patient. He leads Hs students to a hiSh
lcvel of p€rfoMFe. His lessons re w.lt plantle4 and rhe
techniques of prcsentation ed drils arc used stEteaically ed
conectly io achieve the Frpose of the .lifferent exercjses- ff thc
desn€d .esults are not atlained wi$ one iechnique, the t€acher tries
another. TI|€ teacheCs marmer mrk6 sndmt! wmt lo le€rn thc
fo.eign ldguage, nol just beaue it is fi4 but b€cause workinS
lnder his confdmc€ dd enthuialtic dtuectior is appeali'g in il'€f
rAitis.l93l:11-
Tfteoretical insig<strong>hr</strong>s ad cnpirical rcsearch bave shoM tbat
second lrnguase clarsrooB activiry should be focB.d on @l
commmicatioq a genuine one not jusr a sinulated dialoeue
(Tuck€r. in Ali6.l98l: 43). Rs.3rch }as shown $at a snldelt c2n
etrectively acquirc a s€cond lan$age wher <strong>tt</strong>E task of leding a
ltuSuage baoms ircidenial ro the task of comunicating with
someone about somethin& which is int€resling and desired (Tucker.
l96t: 34-41). Tle racher should know al-l thes requireDetus so
thal lmguag€ leming b€otrs firnclioral-
The leamer is the mosl imporlrd component in the
teschi4naming procs- He bas b@ egl€den for IonS by th€
coune designe$ and tcache$ equally. lt is only in th. middle of
second ialf of the 20rh @t!ry $at a<strong>tt</strong>€ntiotr was sbinei md
dircc.ed to tE le3Jner. Now tmy agr€e that de leamq is the
cmtral focus of $e edu@lional pr()lrs. For etr@tive lapguaee
leuin& the le.rcr should be, above ail taught dd Fained to what
it Deall to be a lemer (Nllro in Aliiis.l98l: 96). Il is th€ task of
the le3cher to ud€<strong>rt</strong>lke this kird of trainirg. Filst of all, lerrnen
@ to b€ vaned away toro their s<strong>tt</strong>e of dependeme to one of
independence or autonomy; rhey must not only acquirc a nurnber of
relevdi le3ring techniques but also experidce a change of
psychologj@l afiitude tow&ds whar l@ming ;s. They nut go
dtrough Fdual recaoditio.ins procs ojole4. 1980 in WiDdetr ard
Ruber 1982). Nol only this, bur also te&h€rs should b€ firlly awar€
of who is th€ good language ledcr, whal is lhe difreE c€ betws