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Abstract ~acJ,;uae’,” t eacninc’, experts are deeply concerned C’lbu.,’. ~”e lov. 1cnievernent of’ !’oreign larJ.gl.lage learners. I’~’ i. s ”n ,j e :-qcni eve me rn is apparent in the learners 1 tnaoill ty to use the langl.lage properly for communicative purposes. So~etimes this state of affairs is attributed to student low motivation to acquire the language. At other times, methodology and inadequate teaching are considered responsible for student incompetence in the language. necently, attention has oeen directed to syllabus content and teaching materials as being irrelevant, in the sense that tbey do not satisfy the learner’s interests and needs to learn tne lang·.<~>.ge. ·ro improve learn1ng condi tiona great efforts have u<een focused on the leetrner, as the recipient of instruction, Nit~. a view to te,,cning him what he needs to learn, ratner than impose on hi;, certain materials which supervisura regard suitnble for him. Proponents of this issue oelieve that realizing students’ needs in learning motiva- ::es then, tc ”’xerc .nore effort to acquire the languag |