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
Better understanding of individual cognitive factors that account for successful second language acquisition/learning is an important goal and of great interest for many researchers in the field of language study. Gardner’s (1983) Multiple Intelligences Theory has proved that intelligence, as an individual cognitive factor, has a significant influence on the process of SLA and can account for the learners’ variation in second language learning. The theory of Multiple Intelligences has caused some educators and language researchers to reassess classroom practices both in education in general and in many areas of language teaching and learning in specific. Before investigating the effect of this important factor, a comprehensive understanding of the term seems to be essential. Therefore, through a detailed literature review, this paper is an attempt to outline the concept of intelligence as well as the role of intelligence in major SLA approaches. Moreover, Gardner’s theory of Multiple Intelligences is outlined and its key features are discussed in detail through this paper. Finally, drawing on the role of Multiple Intelligences, this paper tries to elucidate the applications and implications of this theory in relation to second language teaching and learning. This should enable a clearer picture to emerge about the relative importance of intelligence among the constellation of factors associated with second language acquisition
Traditional static testing, aimed at measuring the achievement of pre-determined criteria, has been widely used by language teachers for many years. Such tests conventionally reflected students’ misunderstanding of instruction more than their abilities to perform a task. Disillusionment with traditional assessment has led to an examination of alternative assessment procedures that are accurate and appropriate in evaluating diverse populations’ learning. Dynamic Assessment (DA) stems from the mutually constitutive relationships between methodology and epistemology. Its root is the concept of development in Vygotsky’s Zone of Proximal Development (ZPD). The central feature of DA is that it does not separate instruction from assessment, but instead, is in favor of a teacher-student unity that works jointly towards students’ future improvement through their ZPD. The present article is a literature review which aim to look critically at the emergence of DA as an alternative approach to the previous traditional approaches. Also, after taking a look at the theoretical framework as well as different models of DA, the researcher goes on to discuss the merits and demerits as well as the application and implication of DA in the scope of language teaching and language testing
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
Abstract-S elf-monitoring as a means of observation gives teachers proper respect and appropriate understanding of what they do when teaching. There is also a shift from an outsider to an insider as far as observation is concerned. It definitely gives teachers a great insight into their teaching and at the same time proves effective in improving their teaching. The purpose of this paper is two-fold. It first investigated the barriers that Iranian high school students face while speaking. This investigation was made by interviewing both students (language institutes and schools) and teachers. Teachers' comments on the students' answers and teachers' separate answers on the causes of speaking problems were elicited. It then made a comparison between the willingness to communicate (WTC) of high school and language institute stude nts after the reflection (self-monitoring) of the teacher. To achieve this purpose 32 high school and 32 language institute students spent 10 sessions with a teacher who had previously reflected upon the speaking barriers collected from participants comments through oral interviews. The results of the study, using a independent t-test, clearly showed that language institute students were much more willing to communicate. Several reasons were also found to be highly important regarding students, teachers, and course materials. Both high-stake and lowstake holders can avail from the results of the study.
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