A Trainee-centered approach in teaching a foreign language

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The topic of the term paper is Trainee-centered Approach in Teaching a Foreign Language.
The trainee/learner-centered approach to foreing language learning offers teachers many ideas in the organization and implementation of assignments aimed at the profound language acquisition. The quintessence of the approach lies in taking into consideration the differences in the language-acquiring capabilities of school students, their psychological traits and the necessity to put focus on the learning activities carried out by students. According to such scholars as R. Buck, W.J. Cook and R.S. Railsback, all these factors can be integrated in the project activities.

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INTRODUCTION
1 THE TRAINEE-CENTERED APPROACH TO TEACHING A FOREIGN LANGUAGE
1.1 General Characteristics of the Project-based Teaching as an Instrument of Trainee-centered Approach
1.2 Application of the Project-based Approach to the School Syllabus
1.3 Project Management Strategies
Summary of Part 1
2 PROJECT-BASED TEACHING AS THE KEY STRATEGY OF THE LEARNER-CENTERED APPROACH
2.1 Implementing Projects in the Framework of the Personality-Centered Education
2.3 Main Features of the Project Presentation
2.4 Making Assessment Meaningful for Every Student
Summary of Part 2
CONCLUSION
REFERENCES
APPENDIX A
APPENDIX B
APPENDIX C

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       a. Animal communication

       b. Sports and youth

       c. Population growth

       d. Famous individuals

       e. Stem cell research

       f. Family album

       5. Local issues: Project-work topics are often informed by local issues.

       a. Deforestation

       b. Profiles of minority groups

       c. Mining: Pros and cons

       d. New monetary systems

       e. Economic crises and solutions

       6. Global issues: Project-work topics often are defined by global issues that are of interest to students.

       a. International terrorism

       b. International efforts to fight air, water, and noise pollution

       c. International efforts to turn global warming around

       d. AIDS

       e. Water shortages  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

Appendix B

Final Outcomes of Projects: Some Possibilities 

       Brochure

       Class newspaper or wall newspaper

       Bulletin board display

       Debate

       Graphic display

       Guide book

       Handbook

       Information packet

       Letter

       Maquette

       Multimedia presentation  

       Oral presentation

       Pin and string display

       Poster

       Research paper

       Scrapbook

       Simulation

       Survey report

       Theatrical performance

       Video or film

       Website

       Written report  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Appendix C

Criteria for the Project Assessment 

Table C.1 – The Analysis of Projects 

        The criteria
 Maximum points
    Total Score
  1. A project must be easy to understand
  2. It must have no mistakes
  3. It must be interesting, logical and contain some new information
  4. We must use the words, phrases and grammar that are in the unit
  5. The design must be nice
  6. There must be tasks (a test, questions, a quiz, a crossword)
 2

2

2 

2 

2 

2

 Points Mark
12 - 10,5

10 - 8,5            8-7

 5

4

3

12
 
 

Table C.2 – The Discussion of Projects 

    Criteria
        Discussion
 Points
Understanding It was easy to understand the project, because Sveta spoke very fluently. We understood everything. 

Sometimes it was difficult to understand, because Sveta stumbled. Sometimes she did not know the presentation very well. 

It was difficult to understand the presentation all the time. Sveta stumbled, because she did not know the presentation.

 2 
 

1 

0

Grammar Mistakes There were no mistakes/there were some not serious mistakes. Sveta, please, say “...” 

There were some mistakes. Sveta, please, say “...” 

There were very many mistakes. Sveta, please, say “...”.

 2 

1

0

Logic, Interest The project was logical and interesting.

The project was logical, but uninteresting.

The project was not logical, but interesting.

The project was not logical and interesting.

 2

1,5

1

0

 

                       Continuation of Table C.2

Expressions and Grammar There were many new words and expressions from the unit. There was new grammar. For example, ‘Amandyk said ...’

There were many new words, but there was no new grammar.

There was new grammar, but there were few new words.

There were no new words and no new grammar

 2 
 

1 

1 

0

Design The project is nice 

The project is nice, but not very creative

 2

1,5

Task There was a very interesting task./There were very interesting tasks

There was a usual task./There were usual tasks

There was no task

 2 

1,5

0

 
 

Table C.3 – Table of Assessment Criteria  

Names Understanding Grammar mistakes Logic, Interest Expressions and Grammar Design Task Total score Mark
                                                                                

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