Session Information
ERG SES H 04, Language and Education
Paper Session
Contribution
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
Method
Expected Outcomes
References
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