Learner-centred instruction in English as a foreign language: The Bangladesh context
Nonfiction, Entertainment, Drama, Anthologies
| Author: | M Maniruzzaman | ISBN: | 9783656863809 |
| Publisher: | GRIN Verlag | Publication: | December 18, 2014 |
| Imprint: | GRIN Verlag | Language: | English |
| Author: | M Maniruzzaman |
| ISBN: | 9783656863809 |
| Publisher: | GRIN Verlag |
| Publication: | December 18, 2014 |
| Imprint: | GRIN Verlag |
| Language: | English |
Research Paper (undergraduate) from the year 2014 in the subject English Language and Literature Studies - Linguistics, grade: A, Jahangirnagar University (Department of English), course: Applied Linguistics and ELT, language: English, abstract: Learner-centred instruction in a second/foreign language fosters learner autonomy, enhances metacognitive skills, and develops learners' communicative competence, and is in consonance with the communicative language teaching approach to teaching English as a foreign language in Bangladesh. However, the current scenario of English education in the Bangladesh setting shaped by the age-old practice of the grammar-translation method and teacher-domination hardly exhibits learner-centredness. This paper then firstly tries to explicate learner autonomy, metacognition, and learner-centred second/foreign language classrooms, and secondly explores the Bangladesh context.
Research Paper (undergraduate) from the year 2014 in the subject English Language and Literature Studies - Linguistics, grade: A, Jahangirnagar University (Department of English), course: Applied Linguistics and ELT, language: English, abstract: Learner-centred instruction in a second/foreign language fosters learner autonomy, enhances metacognitive skills, and develops learners' communicative competence, and is in consonance with the communicative language teaching approach to teaching English as a foreign language in Bangladesh. However, the current scenario of English education in the Bangladesh setting shaped by the age-old practice of the grammar-translation method and teacher-domination hardly exhibits learner-centredness. This paper then firstly tries to explicate learner autonomy, metacognition, and learner-centred second/foreign language classrooms, and secondly explores the Bangladesh context.
