Life Long Learner Approach For Teaching

In the long history of language learning, especially in the case of learning English as L2, educationalists have been tirelessly trying to explore more and more practical approaches that ranged from conventional methods like Grammar translation method, Direct method, Situational Language Teaching etc., to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful result of the earlier language theories, were proved to be ineffective, because it was felt in all

TEACHING METHODS OR APPROACHES. • Choosing suitable methods to help learner’s master learning content has for a long time been a main area of contention in the field of teaching. • There are two approaches to teaching: the teacher-directed approach as well as the learner-centred approach. • The teacher-directed approach is based on reception learning, which means that the content to be learnt is presented to the learner in its final form. • The learner-centred approach means that the material to

In the long history of language learning, especially in the case of learning English as L2, educationalists have been tirelessly trying to explore more and more practical approaches that ranged from conventional methods like Grammar translation method, Direct method, Situational Language Teaching etc., to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful result of the earlier language theories, were proved to be ineffective, because it was felt in all

2 Approaches to needs analysis The most important models of needs analysis include a sociolinguistic model (Munby, 1981), a systemic approach (Richterich & Chancerel, 1978), a learning-centred approach (Hutchinson & Waters, 1987), learner-centred approaches (Berwick, 1984; Brindley, 1989) and a task-based approach (Long, 2005). 2.1 A sociolinguistic model Munby (1981) develops an influential sociolinguistic model for defining the content of purpose-specific language programmes. His model can be

field of language teaching and learning have shifted their focus away from the teacher-centered learning to the learner-centered learning. That is to say, language learners take on more responsibility for their learning in order to meet their own individual needs. The learner-centered approach puts more responsibility on the learners' shoulder by making use of language learning strategies. Learner-centered approach (active learning) is a method of teaching in which the learner is in the center

Life Long Learning, Pedagogy and Andragogy “What kind of education is needed for what kind of society tomorrow?” A group of 15 persons from all over the world called the "International Commission on Education for the 21st Century", chaired by Jacques Delors, attempted to answer precisely this question. The group, also known as the Delors Commission, after numerous consultations and research, published the book “Learning:The Treasure Within”. The concept of life long learning was central to Delor’s

classes in China. The target learners are senior high school students, aged around 17. There are 20 students in the class and the gender is half female and half male in order to keep the gender balance. The most of students are going to enter the university and the majority aim of learning English is for the College Entrance Examination and improvement of communicative competence. And this material could be organised for three or four hours of teaching. This teaching unit mainly contains four parts

2003) calls these types of learning and teaching environments “real classrooms.” It has long been recognized that there are disadvantages to the use of traditional methods in classrooms. Commenting on these ‘real classrooms,’ Sandholtz et. al. (1990) say that “schools and teachers are limiting instruction to drill and practice which emphasizes “the material that the national norms tests in order to meet the set on

Oct/Nov 2012 Analyse learning and teaching strategies used in own specialism Strategy | Strengths | Weaknesses | Group discussion | A good way of exploring a topic in depthUseful to assess a learners knowledge and understanding of the topicAll learners can be encouraged to be involvedDiverse characteristics and backgrounds of learners will ensure a well rounded view | Some learners may not feel confident contributing – good ice-breaker required Other learners may dominate discussion – teacher

students were learning. Just few decades ago, teaching revolved only around the teacher, putting the learner out of the game. The learner was seen as no more than a jar being filled with information. Besides, all the conversations and debates at that time argued that the active element in the teaching/learning process could be anything except the learner. Knowledge was considered to be poured by the teacher into the learner’s mind meanwhile all what the learner could do inside the classroom was to watch