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TOPIC 25
EL PROCESO DE ENSEÑANZA SY
APRENDIZAJE EN LA LENGUA EXTRANJERA
CENTRADO EN EL ALUMNO.
 INDEX
 1. The learner-centred foreing teaching and learning:
1.1.Definition, reasons and premises of the learner-centred
curriculum
1.2.Advantages
1.3.Psychological principles
1.4. Methodology
1.5. Assessment and evaluation
 2. The identification of motivations and attitudes towardss
English
2.1.Learning principles and collaborative actions
2.2. Suggestions for identifying students´motivations and attitudes.
1. The learner-centred teaching
 1.1.1 Definition
 The perspective that couples a focus on individual
learners with a focus on learning.
 1.1.2 Reasons (Combs, Whisler, 1997):
 Motivation, learning and achievement are enhanced
 The benefits extend to students, teachers, parents, etc.
 1.1.3. Premises:
 Learners are distinct and unique
 Differences include: learners rates, styles, stages of
development, abilities, talents, etc.
 Learning is a constructive process that occurs best when
context is relevant and meaningful and learners are actively
engaged
 Learning occurs best in positive environment
 Learners are naturally curious.
 1.2. Advantages (Campbell, 1992):
 The potential of the learner: they being their own ideas in the
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classroom
Constant needs analysis: analysis is a continually developing process
Topicality: allows to introduce those issues our pupils are interested
in
Previous learning experience: open-ended experience – we give them
a framework they have to complete.
Learners as authors: students are involved into material preparation.
The pace increases.
The element of surprise: students do not have the materials in
advance
Peer teaching and correction.
Group solidarity.
 1.3. Learner-centred phychological principles
Cognitive and metacognitive functions
Motivational and affective functions
Developmental and social fucntions
Individual differences
 1.3.1. Cognitive and metacognitive factors.
 Nature of the learning process
 Learning is most effective when it is an intentional process of constructing
meaning from information and experience.
 Goals of the learning process
 Goal directed learning. Students must peruse personally relevant goals.
 Construction of knowledge
 Students link new information with the old one in a meaningful way.
 Strategic thinking
 A variety of strategies are used to help students to reach their goals.
 Thinking about thinking
 Students should be able to reflect on how they learn.
 Context of learning
 Learning is influenced by environmental factors: culture, technology, etc.
 1.3.2. Motivational and affective factors
 Motivational and emotional influences on learning
 Learning is influenced by the learner’s motivation
 Motivation is influenced by the motional states, beliefs, goals, etc.
 Intrinsic motivation to learn
 Intrinsic motivation is stimulated by task of optimal novelty and difficulty.
 Effects of motivation on effort
 Facilitating motivation by strategies that enhance learner effort and
commitment to learning (positive emotions, interesting and personally
relevant tasks).
 1.3.3. Developmental and social factors
 Developmental influence on learning
 Learning is more effective when differential development is taken into
account.
 Social influences on learning
 Learning is enhanced when the learner has got the opportunity to
interact.
 1.3.4. Individual differences factors
 Individual differences in learning
 Different strategies, approaches, capabilities.
 Learning and diversity
 Language, ethnicity, race, beliefs, socio-economic status,
 Standard and assessment
 Assessments provides important information to both teacher and learner.
The learner should feel challenged towards appropriately high goals.
 1.4. Methodology in a learner-centred curriculum.
 Communicative approach + Learner-centred approach =
difficulties
 Some pupils favour more traditional learning activities rather that
communicative type of activities.
 We have to take into consideration different type of learners:
 Concrete learners (games, pictures, videos, etc)
 Analytical learners (grammar, books, own mistakes)
 Communicative learners (observing native speakers, watching TV)
 Authority learners (teachers' explanation)
 If our pupils do not believe in the learning value of
communicative tasks we can begin by setting traditional
learning activities, and gradually try to move towards more
communicative activities.
 1.4.1 The role of the teacher and the role of the learner
 The teacher:
 Does learning tasks
 Does less telling, students do m ore discovering
 Does more design work
 Students:
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Actively participate
Analyze new information and contrast
Ask questions
Think critically
Active listening, thinks and responds
Interact.
 1.4.2. The materials design
 “The materials should reflect the outside world” (Nunan)
 Authenticity of material
 Learner authenticity (should have real purpose for learners)
 1.4.3. Specific suggestions for connecting content
and learning (Weimer, 2002)
 Think developmentally:
 sequence activitiesin an order that facilitate growth.
 Teach reading skills developmentally
 Teach students how to read
 Make short activities routine:
 Have students to provide examples, not the teacher.
 Target skill and awareness development:
 Use matrices and conceptual mapping.
 Partner positively with learning center professional
 Use supplementary material
 Let students learn how to summarize
 Learn about learning from each other
 Use class discussions.
 Focus on – how do you learn
 Allow time for students to describe their experiences while they are in the
midst of the task
 Focus on – what can you learn form exam results
 Allow time for students to describe their experiences and give their
suggestions.
 Focus on – how can I make group work better
 Make your students think about successful and unsuccessful groups of which
they have been members.
 Getting feedback – from students and peers
 Devise you own feedback mechanisms. Solicit feedback early and often.
 1.4.4. Learning principles and collaborative action (Weimer,
2002):
 Learning is fundamentally about making and maintaining connections.
 Learning is enhanced by taking place in the context of a compelling
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situation.
Learning is an active search for learner.
Learning is developmental process, involving the whole person.
Learning is done by individuals who are intrinsically tied to others as social
beings.
Learning is strongly affected by educational climate.
Learning requires frequent feedback.
Much learning takes place informally and incidentally.
Learning is grounded in particular contexts and individual experiences.
Learning involves the ability of individuals to monitor their own learning.
 1.5. Assessment and evaluation in a learner-centred
curriculum.
 Evaluation changes when teaching is learner-centred (Wiemer,
2002).
 Learner-center teaching abandons tacit assumptions about automatic
learning.
 Assessment must incorporate genuine feedback: it must reveal to
learners an understanding of their work and help them to improve it.
 Students learn how to access their own work and participate in peer
evaluation.
 Huba and Feed (2000): Learning is the focus and ultimate goal of thee
learner-centred paradigm. Assessment plays a key role ion shifting to a
learner-centred approach.
 Five elements of evaluation that promote learning:
 Focus on learning process.
 Students become mindful of what they are doing.
 Reduce the stress and anxiety of evaluation experiences.
 Experiences that prepare students for what is to come help them manage
stress.
 Do not evaluate to accomplish hidden agendas.
 Students should have a chance to work on skills in class or as homework
first.
 Incorporate more effective mechanisms.
 Include feedback to improve learning potential.
 Peer assessment.
2. 2. The identification of motivations and
attitudes towardss English
 2.1.Learning principles and collaborative actions
 Motivation is the force that draws human beings to move
towards something.
 It can be intrinsic (individual force) or extrinsic (external force)
 Garden (1985): Motivation in SLL context refers to the extent to
which the individual works or strives to learn the language because of a
desire to do so and the satisfaction in this activity.
 To identify students’ motivation:
 Questionnaire
 Interest inventory
 Some suggestions to adapt language teaching to students’
interests:
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Select and organize topics that are relevant, meaningful, and
motivating for students.
Design individual or group activities depending on students’
interests.
Give students praise and encouragement for their successful
performance. Allow students to sit with their friends.
Establish inter-curricular connections with other areas of students’
interest.
Provide students with a variety of task that are appropriate for their
level.
Create a friendly, open and respectful atmosphere in the classroom.
Help students feel that they are valued members of the classroom.