Myra Fritzie M.
Banguis
1. Discuss and describe the learning-centered approach outline.
It identifies three forces which I might characterize as need, new ideas about
language and new ideas about learning. It should have become clear that in its
subsequent development, however, scant attention has been paid to the last of
these forces-learning. All of the stages outlines so far have been fundamentally
flawed, in that they are all based on descriptions of language use. We cannot
simply assume that describing and exemplifying what people do with language
will enable someone to learn it. A truly valid approach to ESP must be based on
an understanding of the processes of language learning. Learning- centered
approach is based on the principle that learning is totally determined by the
learner. As future teachers we can influence what we teach, but what learners
learn is determined by the learners alone learning is seen as a process in which
the learners use what knowledge or skills they have in order to make sense of
the flow of new information. Learning, therefore, is an internal process which is
crucially dependent upon the knowledge the learners already have and their
ability and motivation to use it. Learning is not just a mental process; it is a
process of negotiation between individuals and society. A learning-centered
approach says we must look beyond the competence that enables someone to
perform because what we really want to discover is not the competence itself
but how someone acquires that competence.
2. Describe and re-create the story of the City of ELT. Try to replace practical and
realistic descriptions.
Once upon a time, teaching the English language begun. It was harmonious for
some to learn and be able to converse using the English language in literature
and utilize appropriate grammar. In today’s global world, the influence of the
English Language cannot be ignored or disregarded as English is taking over the
world. Throughout the last and this new century, English has played a
fundamental role in plenty of fields including medicine, engineering and, of
course, education. Literature in English Language Teaching (ELT) at the tertiary
level can be seen as the bridge between the target language and its soul. It
creates a real environment in learning a language with culture. Understanding
the culture of the native speakers of the target language enables the learners to
fulfill the requirement of communicative competence. The elements of literature
such as authentic material, language in use and aesthetic representation of the
spoken language, as well as language and cultural enrichment enriches ELT.
Those who study or learn English as a second language need a good production
of material and practice in learning the second language. It depends upon the
purpose of learning ESL. During ESL teaching, the teacher tries to enable the
students be proficient in Listening, Speaking, Reading and Writing with the
integrated skill Thinking. Based on the above intention, materials, teaching aids,
course plan, practice, evaluation, etc. are produced. Since study of language
depends on the main course of study of the learners, the materials or curriculum
are designed or produced accordingly. The students have been selected for the
analytical study the courses on English for Specific Purposes [ESP] are conducted
and the materials are followed as recommended by the university. As far as the
curriculum is concerned, it has been designed to enable the students to be
competent in English communication. Since the objective of the ESP courses at
technical institutions aims at communicative competence, the ESL teachers have
freedom in designing or choosing their own materials for ELT.
