University of the Immaculate ConceptionFr. Selga St.,Davao City

Graduate School

English For Specific PurposesDr. Teresita Adriano

Presented by: Larcyneil P. Pascual

February 19, 2011

Review

LEARNING-CENTERED APPROACHLEARNER-CENTERED

APPROACHLEARNING-CENTERED

APPROACH•It is based on the principle that learning is totally determined by the learner even though Teachers can influence what is taught

•The learner is one factor to consider in the learning process, but not the only one.

•It is seen as a process in which the learner use what knowledge or skills they have to make sense of the flow of new information. •It is an internal process, which is crucially dependent upon the knowledge the learner already have and their ability an motivation to use it. •It is a process of negotiation between individuals and the society. Society sets the target and the individuals must do their best to get as close to that target as is possible.

WHY LEARNING-CENTERED APPROACH?

A learning-centred approach says: ‘we must look beyond the competence that enables students to perform, because what we really want to discover is not the competence itself, but

how student acquires that competence.’Identify target situation

Analyse target situation

Analyse learning situation

Write syllabus

Write materials

Teach materials

Evaluate learner achievements

A lg- centred approach considers the learner to here.

A skills- centred approach considers the learner to here.

A learning- centred approach must consider the learner at every stage

Target situation analysis vs. analysis of learning needs

• Target situation analysisWhy is the language needed? (e.g., for study, work)How will the language be used?

(speaking on the phone)What will the content areas be? (e.g., medicine)Who will the Ls use the language with?

(native/non-native speakers, customers/colleagues)

Where will the language be used? (meetings abroad)

When will the language be used? (concurrently with ESP course/afterwards; frequently)

• Analysis of learning needsWhy are the Ls taking the course? (e.g. their attitudes)

How do the Ls learn (what methodology will appeal to them?)

What resources are available? (materials, trained ESP teachers?

Who are the Ls? (age, nationality, subject knowledge)

Where will the ESP course take place? (classroom features)

When will the ESP course take place? (every day/once a week)

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The learning-centred course design process is shown in this diagram: Identify learners

Theoretical views of learning

Analyse learning situation

Analyse target situation

Theoretical view of lg

Identify attitudes/ wants/ potential of

learners

dentify needs/ potential/ constraints of learning/ teaching

situation

Identify skills and knowledge needed to function in the target situation

Write syllabus/ materials to exploit the potential of the learning

situation in the acquisition of the skills and knowledge required by

the target situation.

Evaluation Evaluation

This approach has 2 implications:1. Course design is a negotiated process. The ESP learning

situation and the target situation will both influence the nature of the syllabus, materials, methodology and evaluation procedures.

2. Course design is a dynamic process. It doesn’t move in a linear fashion. Needs and resources vary with time. The course design, therefore, needs to have built-in feedback channels to enable the course to respond to developments.If we took a learning-centred approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course:

1. What skills are necessary to be taught? 2. What are the implications for methodology of having a mono-skill

focus? 3. How will the students react to doing tasks involving other skills?4. Do the resources in the classroom allow the use of other skills?5. How will the learners react to discussing things in the mother

tongue?6. How will the students’ attitudes vary through the course? Will thy

feel motivated?7. How do students feel about reading as an activity?

The important point is that these questions must be asked and the results allowed to influence the course design.

EXAMPLE

If we took a learning-centered approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course

If we took a learning-centered approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course

If we took a learning-centered approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course.

If we took a learning-centered approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course

If we took a learning-centered approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course

If we took a learning-centered approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course

CONCLUSION

requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).

A learning-centered syllabus