Topic 25 - Learner-centered approach

Question 1

Topic 25
1. INTRODUCTION AND JUSTIFICATION

“Tell me and I ______. Teach me and I ______. ______ me and I ______.”

– Benjamin Franklin

Answer 1

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

– Benjamin Franklin

Question 2

Topic 25
2. THE LEARNER-CENTERED APPROACH IN THE FOREIGN LANGUAGE AREA

The learner-centered approach is a ______ that ______ the ______ of ______ and ______ by ______ ______ at the ______ of the ______ ______.

Answer 2

The learner-centered approach is a methodology that redefines the roles of teachers and students by placing learners at the center of the educational process.

Question 3

Topic 25
2.1. Foundations of the learner-centered approach

According to Nunan (19__), the Learner-Centered Approach in language teaching is a ______ in which ______ are ______ ______ of their ______, ______ the ______, ______, ______, and ______ of their ______, while ______ act as ______ and ______.

Answer 3

According to Nunan (1988), the Learner-Centered Approach in language teaching is a methodology in which students are active participants of their learning, influencing the content, activities, materials, and pace of their learning, while teachers act as guides and facilitators.

Question 4

Topic 25
2.1. Foundations of the learner-centered approach

Jean Piaget, with the “______ ______”, ______ that ______ ______ ______ ______ through ______ with their ______, ______ the ______ of ______ ______ with their ______ ______.

Answer 4

Jean Piaget, with the “Constructivist theory”, highlighted that learners actively construct knowledge through interaction with their environment, emphasizing the importance of aligning education with their developmental stages.

Question 5

Topic 25
2.1. Foundations of the learner-centered approach

David Ausubel, with the “______ ______ ______”, ______ that ______ ______ ______ when ______ ______ are ______ to ______ ______, ______ ______ and ______.

Answer 5

David Ausubel, with the “Meaningful Learning Theory”, argued that meaningful learning occurs when new concepts are linked to prior knowledge, enhancing understanding and retention.

Question 6

Topic 25
2.1. Foundations of the learner-centered approach

Lev Vygotsky, with the “______ ______”, ______ the ______ of ______ ______ and ______ ______ in ______. His ______ of the ______ of ______ ______ (ZPD) ______ the ______ of ______ ______ to help ______ ______ ______ they ______ ______ ______.

Answer 6

Lev Vygotsky, with the “Sociocultural Theory”, stressed the importance of social interaction and cultural context in learning. His concept of the Zone of Proximal Development (ZPD) underscores the value of guided learning to help students achieve tasks they cannot complete independently.

Question 7

Topic 25
2.1. Foundations of the learner-centered approach

John Dewey, with the “______ ______ ______”, ______ for ______ through ______ ______, ______ ______ to ______-______ ______ to make it more ______ and ______.

Answer 7

John Dewey, with the “Experiential Learning Theory”, advocated for learning through practical experiences, connecting education to real-life contexts to make it more engaging and relevant.

Question 8

Topic 25
2.2. Applications of the learner-centered approach

Maryellen Weimer’s five key areas include:
______ ______/______ of ______
The ______ of the ______: ______ as a ______
______ as a ______ ______
______ ______ of ______
______ as a ______ ______

Answer 8

Maryellen Weimer’s five key areas include:
The Balance/redistribution of power
The role of the teacher: teacher as a facilitator
Content as a learning tool
Shared responsibility of learning
Evaluation as a learning tool

Question 9

Topic 25
2.2. Applications of the learner-centered approach

The Balance/redistribution of power: Weimer ______ ______ ______ in the ______ by ______ ______ to ______ ______ ______ about ______, ______, and ______. Offering ______ ______ ______ and ______ while ______ ______ ______.

Answer 9

The Balance/redistribution of power: Weimer suggests redistributing power in the classroom by allowing students to make controlled decisions about activities, materials, and tasks. Offering choices fosters ownership and motivation while maintaining necessary structure.

Question 10

Topic 25
2.2. Applications of the learner-centered approach

The role of the teacher: teacher as a facilitator: In a ______-______ ______, ______ act as ______, ______, or ______ ______ than ______ ______. This ______ ______ ______ ______, ______, and ______, ______ the ______ of ______ ______ ______ in ______ ______ 157/20__, such as ______, ______, and ______ to ______ ______ and ______ ______.

Answer 10

The role of the teacher: teacher as a facilitator: In a learner-centered classroom, teachers act as facilitators, guides, or coaches rather than authoritative figures. This shift promotes active participation, responsibility, and engagement, supporting the development of key competences outlined in Royal Decree 157/2022, such as Personal, Social, and Learning to Learn Competence and Entrepreneurship Competence.

Question 11

Topic 25
2.2. Applications of the learner-centered approach

Content as a learning tool: Content is ______ as a ______ to ______ the ______ ______ ______ than ______ ______ ______. In the ______ ______ ______, ______ should ______ ______ ______ (Hymes, 19__), ______ on ______ ______ ______ ______, ______ ______ (Harmer, 19__).

Answer 11

Content as a learning tool: Content is used as a tool to enrich the learning process rather than merely transmit knowledge. In the Foreign Language Area, content should prioritize communicative competence (Hymes, 1970), focusing on meaningful communication through authentic, purposeful tasks (Harmer, 1993).

Question 12

Topic 25
2.2. Applications of the learner-centered approach

Shared responsibility of learning: A ______ ______ of the ______-______ ______ is that the ______ of ______ is ______ ______ ______ and ______. ______ are ______ to ______ ______, ______ ______, ______ ______, and ______ their ______ to ______-______ ______. These ______ not only ______ ______’ ______ ______ but also ______ them for ______ ______.

Answer 12

Shared responsibility of learning: A fundamental aspect of the learner-centered approach is that the responsibility of learning is shared between teacher and learner. Learners are expected to set goals, think critically, seek feedback, and apply their knowledge to real-life situations. These skills not only enhance students’ academic performance but also prepare them for lifelong learning.

Question 13

Topic 25
2.2. Applications of the learner-centered approach

Evaluation as a learning tool: ______ in ______-______ ______ ______ from ______ to ______ ______. ______ ______ in ______-______ and ______ ______, using ______ such as the ______ ______ of ______ (Council of Europe, 20__) to ______ ______, ______ ______, and ______ ______.

Answer 13

Evaluation as a learning tool: Evaluation in learner-centered teaching shifts from grading to promoting learning. Students participate in self-assessment and peer assessment, using tools such as the European Portfolio of Languages (Council of Europe, 2020) to monitor progress, enhance motivation, and build confidence.

Question 14

Topic 25
3.1. Importance of motivation and attitude in foreign language acquisition

Motivation is a ______ ______ in ______ ______ ______, ______ ______’ ______, ______, and ______ ______. It ______ ______ why some ______ ______ ______ ______ and ______ ______ ______ than ______.

Answer 14

Motivation is a central factor in foreign language learning, influencing learners’ engagement, persistence, and ultimate success. It helps explain why some learners invest more effort and achieve better outcomes than others.

Question 15

Topic 25
3.1. Importance of motivation and attitude in foreign language acquisition

Intrinsic motivation: ______ in ______ for its ______ ______ and ______. ______ ______ ______ ______ the ______, ______ ______, and ______ ______ ______.

Answer 15

Intrinsic motivation: engaging in learning for its own satisfaction and interest. Intrinsically motivated learners enjoy the process, participate actively, and persist despite difficulties.

Question 16

Topic 25
3.1. Importance of motivation and attitude in foreign language acquisition

Extrinsic motivation: ______ by ______ ______ or ______, such as ______, ______, or ______. ______ are ______ not ______ of ______ or ______, but for the ______ ______ or ______ ______.

Answer 16

Extrinsic motivation: driven by external rewards or outcomes, such as grades, praise, or recognition. Actions are performed not out of interest or enjoyment, but for the benefits gained or consequences avoided.

Question 17

Topic 25
3.2. Learners’ variables affecting foreign language learning

Learners’ variables affecting language learning include:
______ and ______
______
______ ______
______ ______
______

Answer 17

Learners’ variables affecting language learning include:
Age and interests
Aptitude
Learning styles
Affective factors
Attitude

Question 18

Topic 25
3.3. Motivational strategies

Motivational strategies to foster engagement include:
Promotion of ______ ______
Fostering ______ ______
______ ______
______ ______
______-______ ______
Promotion of ______ ______
Positive ______, ______, and ______ ______

Answer 18

Motivational strategies to foster engagement include:
Promotion of instrumental motivation
Fostering intrinsic motivation
Cultural aspects
Goal setting
Task-based learning
Promotion of learner autonomy
Positive feedback, rewards, and role models