Integrating a process-based challenging lesson plan framework into the syllabus for gifted EFL learners

Abstract

Learners vary in the acquisition of foreign language learning. Among these are the gifted learners. What makes gifted learners unlike is that they acquire rapidly and they are good at thinking differently and creatively. Moreover, they have curiosity, attention, a superior memory and an excellent ability to learn a language. Remarkably, they are independent enough to reject something purposely when it seems pointless. Besides, they can perceive the world as competently as an adult, and they are even different from each other that make it difficult to define their character correctly and to prepare a lesson plan that meets their needs exactly. Therefore, when we consider this challenging character, teachers need a particular lesson plan that helps them cope with gifted children’s challenging character. This study aims to review the literature about gifted children to identify the needs and nature of them and suggest a lesson plan framework for EFL learners which includes the standard functions and skills required by the implemented syllabus in Turkey to help the teachers design their lessons according to gifted learners’ needs and nature.
 Keywords: gifted, EFL, process-based, syllabus, curriculum;

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