There is an continuous debate over a better pedagogical approach middle from two points teacher-centred and pupil-centred approaches for addressing First language (L1) impedance in English language learning (ELL). The clients of the teacher-centred approach contend that grammar direction and explicit adjustment of errors is ultimate effective approach in ELL. However, the disciples of the student-centred approach announce that a more communicative approach and maximum participation of undergraduates are better suited to trying the complexities of L1 meddling in ELL. The present study investigated scholar-centred and student-centred approaches to decide which approach suits persuasive learning for resolving the problem of L1 interference in ELL. The current study is a meta-study where concerning qualities not quantities and descriptive study of secondary beginnings revealed that the pupil-centred approach in ELL is more fruitful in existing classrooms because of the juniors’ active engagement, deeper understanding, cooperation, critical thinking and artistry.
Author(s) Details:
Shahzeb Shafi,
Department
of English (Graduate Studies), National University of Modern Languages (NUML),
H-9/4 Islamabad, Capital Territory, Pakistan.
Muhammad
Hamzah Masood,
Department
of Linguistics and Communications, University of Management and Technology
(UMT), Lahore, Pakistan.
Please see the link here: https://stm.bookpi.org/RHLLE-V7/article/view/11155
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