The learner is at the core of the learning processes .S/he is seen as an intelligent human being who comes to class which an attitude toward the language and toward learning.
Language is seen as a means of communication (interactional, transactional, and functional) rather than a set of decontextualized grammatical structures, word lists and isolated language skills.
Language is seen as a system that has lexis, grammar as well as linguistic structures and patterns which can be used to create various discourse forms or text types. Knowledge of grammar and how its functions contribute to effective language use. The teaching learning process should foster learner independence to enable the learner to use English effectively both in its spoken and written forms so that he/she may continue learning by himself/herself, beyond the programme.
Language learning is seen as incidental but the teacher should create conditions conducive to learning.
What follows from these considerations is that:
The trainee becomes an active user of English in the contexts and activities proposed in each lesson rather then a passive recipient of input provided by the teacher.
The trainee needs to understand how the language system works and how language conventions can vary according to purpose, audience, context and culture and apply this knowledge in speech and writing in both formal and informal situations.
The trainee’s participation and interaction are important in learning the language and fostering Self _confidence and social relationships among learners. Such relationships and interaction among learners within the context of learning English will
nurture in trainees
positive values and a sense of identity.
The trainer act as a professional, creative manager of classroom activities and of student learning.
The language
skills are developed as skill categories which comprise several sub skills and strategies; their natural convergence is a basic principle to be implemented.
Lessons serve not only to teach language items but also to develop new learning skills and strategies and /or help to transfer them from/to French and Arabic.
Project work activities, portfolios, research and web quests are meant to foster sosio- psychological skills, research strategies and learner autonomy.
The topics and activities interest the trainees, challenge both their intelligence and their language ability and contribute to their linguistic and cognitive development.
Text are treated as representative of particular genres depending on the purpose and the target audience.
Words and structures are presented meaningful contexts. language skills, lexis, grammatical structures, functions, text types and other language components are taught and recycled at increasing levels of difficulty through the variation of activities and contexts.
Assessment
• Learner assessment follows naturally from the teaching/ learning activities done in class. It is both formative and summative, process and product oriented.
• Formative assessment is an ongoing process. It is intended to help trainees in their development by providing information on what a trainee can do as an English language learner / user in relation to the syllabus and its outcomes.
• Trainnes assessment is part of the learning process.
• Summative assessment is intended to be an indicator of trainne’s achievement. It is carried out at the end of a period of study. Completed projects and portfolios can also be subject to such an evaluation.
First release
Sent on November 4th, 2010
Published on November 4th, 2010
An English Language Training Model
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