ERG SES H 04, Language and Education
The proposal deals with the topic on the learner-centred teaching /LCT/ and the research designed. In the theoretical part of our paper we concentrate on the backgrounds of learner-centred teaching, its important underlying theories, roles of the teacher assuming when applying LCT into a foreign language classroom and research done in the field. Our theoretical foundations are based on the works of the profound authors, such as C.Rogers, D.Nunan, I.Tudor, P. Benson, J.D.Brown, M.Weimer, D.Brandes, P.Ginnis, C.Campbell, H.Kryszewska, etc. The LCT´s significant theories are derived from humanistic psychology, contructivism (Piaget, Vygotsky, Bruner, von Graselfeld and etc.), experiental learning and Communicative Language Teaching (C.Brumfit, D.Barnes, J.Munby, D.Nunan,and etc.). Since the young learners are our research subject, we also concentrate on the characteristics of young learners, their individual differences, attitudes and motivation towards learning English language(L.Cameron, A.Pinter, P.McKay, J.Moon, A.Greig, J.Taylor). The aim of the research is to implement characteristics of a learner-centred approach into a foreign language classroom of young learners. The reason for choosing to investigate the topis is that Slovakian educational system has undergone many changes in the last ten years; the foremost is the change of the starting point of learning an English language without the initial training and qualification of the teachers for teaching English to young learners. It is important to realize that it does not only require the hight proficiency of English teachers but there is also a need for respecting age differences and approaches for teaching young learners. Research subjects: young learners of the 3rd grade of the elementary public schools. We will work with two experimental groups and have three control groups. Research question: Question #1: Does the implementation of characteristics of the learner-centered approach into teaching English in primary schools have an impact on the development of language skills of the young learners? Question #2: Does the implementation of characteristics of the learner-centered approach into teaching English in primary school have an impact on the affective domain of the young learners? Research objectives: Research Objective # 1 - The objective of the research is to determine whether the application characteristics of learner-centered approach to English language teaching has a positive impact on the development of language skills of young learners. Research Objective # 2 - The objective of the research is to determine whether the application of characteristics of learner-centered approach to English language teaching has a positive impact on the development of speaking of young learners. Research Objective # 3 - The objective of the research is to determine whether the application of characteristics of learner-centered approach to English language teaching has a positive impact on the affective characteristics of a learner, specifically on the attitude of young learners towards the subject of English language, their motivation and emotional experience of an English class. We set following steps in our research: 1. Preparation phase - finding schools for conducting the research 2. Research phase - observation of classes and categorization of teaching style of teachers 3. Testing pupils - initial testing of learners in all groups – pre-test / at the end of the first half-year of the school year in January / February 2014; testing language skills of pupils – listening, reading, writing; testing speaking; testing affective characteristics of learners – attitude, motivation and emotional experience on the language classes 4. Experiment - teaching in two experimental groups at two different schools, whereas there are three control groups 5. Testing pupils at the end of the research- post-test taking place at the end of the school year - June 2014 6. Processing of the test results from pre-test and post-test
ATKINSON, R. et.al. 2003. Psychologie. Praha : Portál. p.752. ISBN 8071786403 BENSON, P. - VOLLER, P. 1997. Autonomy and Independence in Language Learning.1st edition. Harlow: Wesley Longman Limited. p. 270. ISBN 0 582 289920 BRANDES,D. - GINNIS, P. 1986. A Guide to Student-Centred Learning. Black Pub. p. 280. 978-0631149330 CAMPBELL, C., KRYSZEWSKA, H. 1992. Learner-Based Teaching. Oxford: Oxford University Press. p.126. ISBN 0 19 437163 8 CAMERON, L. 2001. Teaching Languages to Young Learners. Cambridge University Press. p.272. ISBN 978-0521774345 CAMERON, L. - McKay, P. 2010. Bringing Creative Teaching Into A Young Learner Classroom. Oxford University Press. p. 104. ISBN 978-0194422482 LITTLEWOOD, W. 1984. Foreign Second Language Learning. Cambridge: Cambridge University Press. 1984. ISBN 0521 25 479 5 LOJOVÁ, G. 2005. Individuálne osobitosti pri učení sa cudzích jazykov I. 1st edition.Bratislava: Univerzita Komenského. p. 200. ISBN 80-223-2069-2. LOJOVÁ, G. - FARKAŠOVÁ, E. - PČOLINSKÁ, A. 2011. Využívanie personalizácie vo vyučovaní anglického jazyka v primárnom vzdelávaní. Bratislava: Z-F LINGUA. ISBN 978-80-89328-62-8 MOON, J. 2005. Children Learning English. Macmillan Education.p.192. ISBN 978-1405080026 NUNAN, D. 2012. Leaner-Centred English Education. Routledge. p. 304. ISBN 978-0415631341 PETLÁK, P. 1997. Všeobecná didaktika. Bratislava: IRIS. p.270. ISBN 80-88778-49-2 PIAGET, J. - INHELDER B. 2000. Psychologie dítete. Praha: Portál, p.145 ISBN 80 7178 407 9 PINTER, A. 2006. Teaching Young Language Learners. Oxford University Press. p.180. ISBN 978-0194422079 REPKA, R., HALUŠKOVÁ, A. 2005. A Course in English Language Didactics. Bratislava: RETAAS s.r.o., p. 146. ISBN 80-89113-06-0. ROGERS, C. 1994. Freedom to learn. Pearson: 3rd edition. p.352. ISBN 978-0024031211 ROGERS, C. On Becoming an Effective Teacher: Personal Centred Teaching. Routledge. p.288. ISBN: 978-0415816984 SHENAN, P. 1998. A Cognitive Approach to Language Learning. London: Oxford University Press. ISBN 0 19 437 2170. TARONE, E. - YULE, G. 1989. Focus on the Language Learner. Oxford: Oxford University Press. p. 206. ISBN 0 19 437061 5. TAYLOR, I. 1990. Psycholinguistics. Learning and Using Language. New Jersey: Prentice-Hall, Inc. ISBN 0-13-733817-1. TUDOR, I. 1996. Learner-centredness as Language Education. Cambridge: Cambridge University Press. p. 279. ISBN 0 521 48560 6. UR, P. 1991. A Course in Language Teaching. Cambridge: Cambridge University Press. p. 375. ISBN 0 521 44994 4. WEIMER, M.2013. Learner-Centred Teaching: Five Key Changes To Practice. p.304. ISBN 978-1118119280 WENDEN, A. 1991. Learner Strategies for Learner Autonomy. 1st edition. Hertfordshire: Prentice Hall International (UK) Ltd. p. 172. ISBN 0-13-529603-X.
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