University of the Immaculate Conception

Fr. Selga St.,Davao City

Graduate School

English For Specific Purposes

Dr. Teresita Adriano
Presented by: Larcyneil P. Pascual
February 19, 2011

Review

LEARNING-CENTERED
APPROACH

LEARNER-CENTERED
APPROACH

It is based on the principle that

learning is totally
determined by the learner
even though Teachers can
influence what is taught
The learner is one factor to
consider in the learning
process, but not the only
one.

LEARNING-CENTERED
APPROACH

It is seen as a process in which

the learner use what
knowledge or skills they
have to make sense of the flow
of new information.
It is an internal process,
which is crucially dependent
upon the knowledge the learner
already have and their ability
an motivation to use it.
It is a process of negotiation
between individuals and the
society. Society sets the target
and the individuals must do
their best to get as close to that

WHY LEARNING-CENTERED APPROACH?

A learning-centred approach says: we must look beyond the

competence that enables students to perform, because what
we really want to discover is not the competence itself, but
how student acquires that competence.
Identify target situation
A lg- centred approach considers
the learner to here.
Analyse target situation

Analyse learning situation

A skills- centred approach

considers the learner to here.

Write syllabus
Write materials
Teach materials

Evaluate learner achievements

A learning- centred approach must

consider the learner at every stage

Target situation analysis vs.

analysis of learning needs
Target situation
analysis
Why
is the language needed?
(e.g., for study, work)
How will the language be used?
(speaking on the phone)
What will the content areas be?
(e.g., medicine)
Who will the Ls use the language
with? (native/non-native
speakers,
customers/colleagues)
Where will the language be
used? (meetings abroad)
When will the language be used?
(concurrently with ESP
course/afterwards; frequently)

Analysis of
Why
are the Ls taking
the
learning
needs

course? (e.g. their attitudes)

How do the Ls learn (what
methodology will appeal to
them?)
What resources are available?
(materials, trained ESP
teachers?
Who are the Ls? (age,
nationality, subject
knowledge)
Where will the ESP course take
place? (classroom features)
When will the ESP course take
place? (every 15
day/once a
week)

rning-centred course design process is shown in this diagram:

Identify
learners
Theoretical
views of learning

Analyse learning
situation

Identify attitudes/
wants/ potential of
learners

Analyse target
situation

Theoretical
view of lg

Identify skills and

knowledge needed
to function in the
target situation

dentify needs/
potential/ constraints
of learning/ teaching
situation

Evaluation

Write syllabus/ materials to exploit

the potential of the learning
situation in the acquisition of the
skills and knowledge required by
the target situation.

Evaluation

This approach has 2 implications:

1. Course design is a negotiated process. The ESP
learning situation and the target situation will
both influence the nature of the syllabus,
materials,
methodology
and
evaluation
procedures.
2.
Course
design
is a dynamic
process.
It doesnt
If we
took a
learning-centred
approach,
we would
need to ask
move
a linear and
fashion.
Needsother
and factors,
resources
further inquestions
consider
before
determining
the content
methodology
the course:
vary
with time.
The and
course
design,of therefore,
needs to have built-in feedback channels to
1. What skills are necessary to be taught?
to respond
to developments.
2. enable
What arethe
the course
implications
for methodology
of having a mono-skill
3.
4.
5.
6.
7.

focus?
How will the students react to doing tasks involving other skills?
Do the resources in the classroom allow the use of other skills?
How will the learners react to discussing things in the mother
tongue?
How will the students attitudes vary through the course? Will thy
feel motivated?
How do students feel about reading as an activity?

EXAMPLE

If we took a learning-centered approach, we

would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

If we took a learning-centered approach, we

would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

If we took a learning-centered approach, we

would need to ask further questions and consider
other factors, before determining the content and
methodology of the course.

If we took a learning-centered approach, we

would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

If we took a learning-centered approach, we

would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

If we took a learning-centered approach, we

would need to ask further questions and consider
other factors, before determining the content and
methodology of the course

CONCLUSIO
N

A learning-centered syllabus
requires that you shift from what you, the
instructor, are going to cover in your course
to a concern for what information and tools
you can provide for your students to
promote
learning
and
intellectual
development" (Diamond, p. xi).