I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

More documents

Recommendations

Info

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
$e good langlage leamer ed thal who is not (Rubin. 1991: in Fornbe.1992:154). If,ming and esp€cialy la,guge learnins is a complex pri)lrs; thcre e nany fact6 that hflu€nce leguag€ l@in& Such facioE are af€ctive, lingututic, cognitive, psychological, sociologi.al and so on. A<strong>tn</strong>ong tbe above facrors are the affective tuclors that @ ofa vcry strong effe.t on dE larn€r and the lar8lrgp leamin& Tfis happs be.aule de process of learnins a second Isnguage is oR ftar inaolver a tolrl coxoDih€Dt fioD the l€amer. A total physic4 inteletual ard emotional 6poBc ;s reces$ry lo successf<strong>rt</strong>ly seDd ud t4ive lioguistic tll€sges. It would sed ea:y to clain that the nlajor factoN of hwnan behaviols, lhe af@tive domain ;s the most impo<strong>rt</strong>an! ir Sovding a pdson's sucers iD seond laiguage lcmin& It appea at l6t that unsuc.essftl lsrguge Ieding cin b€ a<strong>tt</strong>ribured lar8ely lo <strong>rt</strong>|e atreltive hclors of wious kinds. It is impon rhen to wdersrand those factors rhat either facililaie or prevent second ldguage ledirg ad then how such factoN my be oprirnllly conrolled within lealn€F, oablirg them ro cors<strong>tn</strong>tct both ways ro swcess and ro fiuctjonal lanSuge use. These factors de motir€rioq .Socentric facton, traisacrional hcl,o6, a<strong>tt</strong>itudes ard socio-cuhxal faciors. Other non-atretive factoB do also play an inporiant rcte in second taryu8e acquisitiol such a aDtiMes, 33 LEARNf,R-CENTREDNFfS&COMMT'NICATI!'E LII{GUAGf, TEACHING rn their @<strong>rt</strong>inuou! resedch fo. beter and etrecriv€ language t€c<strong>hr</strong>Dg ed lermiry sorne liDguists iD rhe mjd of th€ 70s fouDd dEt itEori$ of purc linguistics! srrucrwl linSuistics, or Tmfo.ulational ceneEtive ctamnar, w.E r@ narmwly corcetrd with pur€ly fo'ml linguistic aspecb of lrnguase. This did mt le.d io dy imprcvenenr ir rle for€igdse.ond ldguage l€adrng. So iBtqd, ley adopted a couse of discourse rBlysis, sen@tics (nolioN-niictio6), sp€ech &rs th€ory, socio-linguistica
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 54 and 55: deny the fact that such sppMches ar
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:
;:,ssl ,+q:"tljL*'{--'r4r \.Jlaha5l
Page 172 and 173:
.c-);-+ l'/'uj'/' '1'/ z ."-i,1.",.
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:
db, zt7 ^" 1"'- \^ 4 .,-'* -- '/-tl
Page 200 and 201:
'7',az,l a,,,/z '4 t-r ,//.,/ s'/.
show all

I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

Create successful ePaper yourself

Delete template?

Save as template?