Humanistic approach introduced by the ideas of Scholars like Erickson, Roger, and Maslow began to permeate the field of second language teaching and learning towards the end of 1970. According to Lei (2007) humanistic approach emphasizes the importance of the inner world of the learner and places the individual’s thought, emotions and feelings at the forefront of all human development. Due to this new shift of focus, language education and pedagogy moved away from the previous behavioristic and mentalistic approaches, and as a result, a new kind of education known as humanistic education emerged. Consequently, significant changes occurred in all aspects of language education, that is, the traditional roles of teachers and learners were redefined and the previously authoritarian teaching practices were replaced by learner-centered classrooms. This paper is of two-fold. First, it is going to take a detailed look at the main principles and features of humanistic education, and second, it is aimed at discussing the implications and applications of humanistic education. Finally, it tries to clarify the new roles and responsibilities considered for language teachers to be able to fully engage the students in the learning process
Abstract-Textbooks play a crucial role in language classrooms and educational programs all over the world. Choosing appropriate general English textbooks has always been a mind-boggling issue in Iranian English language institutes. This study aimed at evaluating two popular English textbooks including New Interchange 2 and Four Corners 3 in order to show their similarities and differences in terms of subject matters, vocabulary, structure, exercise, illustration, and physical make up. These English textbooks were compared and contrasted and their weaknesses and strengths were explained in terms of the mentioned criteria based on Daoud and Celce-Murcia's (1979) checklist. This evaluation was done by four English language teachers. The findings of the research revealed that there was no significant difference between the two mentioned textbooks; however, in some cases Four Corners 3 was found to be better than New Interchange 2. Index Terms-Four Corners 3, general English textbooks, New Interchange 2, textbook evaluation I. INTRODUCTIONTextbooks play an important role in English language classes. As they are one of the most essential elements of second language teaching program. They can be significant resources for educators in helping learners to learn second language. And they are considered as a basis of education and the main resources of information. They may encourage or discourage learners according to teaching materials. Learners can promote in language learning gradually by using textbooks. Textbooks are type of program for teachers which lead them manage their time to improve English language learning in the L2 classes. There have been controversial ideas about the role of EFL textbooks in second language teaching and learning all over the world. In Iran many studies have been done on textbook evaluation. Based on Nunnan (1988), words, materials and course books are the most crucial elements in the curriculum and lubricate the wheels of learning.According to McDonough and shaw (2003), we have to evaluate materials in some situations. Textbook evaluation is very useful in that it allows the teachers or language instructors to choose the best possible book for their language learners. As English is an international language, it is one of the ways of communicating in the areas of politics, economy and education. English is the best way to communicate with all people all over the world and it is the major language which is used for international trade and academic situation that is why people tend to learn English as a second language in their countries particularly in Iran (Wong, 2010, as cited in Gholami, Rimani Nikou, & Soultanpour, 2012. So, textbooks play a major role in language learning.In the process of language teaching and learning, textbooks have a high position in this regard. According to Richards (2010), textbook is considered as the major source of contact that EFL learners have with the language. In fact textbooks are important resources which help EFL learners to learn English in EFL cont...
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Compassion is a basic approach to medical practice and is the core component of health care. The purpose of the present study was to explore nurses' perceptions of compassion-based care (CBC) for COVID-19 patients. In this qualitative study, the participants were selected using purposeful sampling. Individual and semi-structured interviews were conducted with 25 nurses, and conventional content analysis was used to categorize the data. In the care of COVID-19 patients, CBC consisted of three categories including pro-social behaviors, paying attention to the beliefs and values of patients, and concern for family members. The first category had three subcategories including empathy, altruism, and helping in critical situations. The second category included the subcategories of the spiritual approach to care and respect for cultural aspects. The third category, concern for family members, had one subcategory: the need to consider the patient's family. Our findings may help to develop a comprehensive model in COVID-19 care according to which, in addition to routine patient care, nurses will consider concepts such as empathy, altruism, helping in critical situations, spirituality, cultural values, and the family’s needs at the end of the patient's life.
Along with the changes in the realm of language teaching and learning in 1960s from the previous structuralist teacher-centered methodologies and the subsequent emergence of social-constructivist approaches, learners came to be considered as the key in the field. As a result, learner-centered approaches were developed and special attention was given to sociological and anthropological dimensions of second language learning. Due to these shifts of focus, such concepts as learner identity came to attract the attention of language teachers and scholars. Gee (2001) defines identity as “a certain „kind of person‟ or even as several different „kinds‟ at once ... at a given time and place” (p. 99). Thus, second language scholars tried to investigate the possible relationship between the language learner and the larger social world. In the same line, the present article attempts to represent a description of the main variables in relation to learner identity aimed at shedding light on comprehending the theoretical points significant in the field. Then, the article goes on to discuss the role of identity and its possible influences in the field of second language teaching and learning. Finally, the implications and applications in the field are discussed
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