Planning and Implementation of the Process Aimed at Teaching English to Adult Learners; Mediterranean Journal of Social Sciences; Vol. 6, № 2
| Parent link: | Mediterranean Journal of Social Sciences Vol. 6, № 2.— 2015.— [P. 643-647] |
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| Summary: | Title screen The paper deals with a compositional analysis of the adult educator and the adult learner activities intended for acquisition ofthe English language. Such activities as planning and implementation have been chosen among the others since their role inteaching adult learners is often underestimated despite that adult learners are willing to actively participate in all planningactivities related to their own education and they can contribute a lot to the learning process. Participation of adult learners inplanning is of paramount importance because adult learners have individual educational needs, their personal experience andlevel of competence are exceptionally diverse, the social-psychological factors and conditions of learning (time, spatial, life,social) are different compared to school-aged learners. Therefore, their social and professional experience must be taken intoaccount throughout the educational process. In the article, the principles of education for adult learners have been revealed. Ithas become common knowledge that adult learners are independent, self-directed; they bring experiences and self-awarenessto learning, accumulate social and professional experience, they are internally motivated and self-directed, their motivation isdetermined by aspiration for solving vital problems and achieving particular goals by means of learning. Thus, the adulteducator must be aware of the principles before he/she turns to planning and implementation stages. |
| Sprog: | engelsk |
| Udgivet: |
2015
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| Online adgang: | http://dx.doi.org/10.5901/mjss.2015.v6n2p643 |
| Format: | Electronisk Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=639628 |
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| 200 | 1 | |a Planning and Implementation of the Process Aimed at Teaching English to Adult Learners |f G. A. Nizkodubov, A. M. Evseeva | |
| 203 | |a Text |c electronic | ||
| 300 | |a Title screen | ||
| 320 | |a [References: p. 647 (8 tit.)] | ||
| 330 | |a The paper deals with a compositional analysis of the adult educator and the adult learner activities intended for acquisition ofthe English language. Such activities as planning and implementation have been chosen among the others since their role inteaching adult learners is often underestimated despite that adult learners are willing to actively participate in all planningactivities related to their own education and they can contribute a lot to the learning process. Participation of adult learners inplanning is of paramount importance because adult learners have individual educational needs, their personal experience andlevel of competence are exceptionally diverse, the social-psychological factors and conditions of learning (time, spatial, life,social) are different compared to school-aged learners. Therefore, their social and professional experience must be taken intoaccount throughout the educational process. In the article, the principles of education for adult learners have been revealed. Ithas become common knowledge that adult learners are independent, self-directed; they bring experiences and self-awarenessto learning, accumulate social and professional experience, they are internally motivated and self-directed, their motivation isdetermined by aspiration for solving vital problems and achieving particular goals by means of learning. Thus, the adulteducator must be aware of the principles before he/she turns to planning and implementation stages. | ||
| 461 | |t Mediterranean Journal of Social Sciences | ||
| 463 | |t Vol. 6, № 2 |v [P. 643-647] |d 2015 | ||
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a learning | |
| 610 | 1 | |a учебные процессы | |
| 610 | 1 | |a planning | |
| 610 | 1 | |a планирование | |
| 610 | 1 | |a учащиеся | |
| 610 | 1 | |a образование | |
| 700 | 1 | |a Nizkodubov |b G. A. |c linguist |c Associate Professor of Tomsk Polytechnic University, Candidate of pedagogical sciences |f 1982- |g Gavriel Anatolevich |3 (RuTPU)RU\TPU\pers\31205 |9 15401 | |
| 701 | 1 | |a Evseeva |b A. M. |c Linguist |c Senior Lecturer of Tomsk Polytechnic University |f 1979- |g Arina Mikhailovna |3 (RuTPU)RU\TPU\pers\34144 |9 17684 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет |c (2009- ) |9 26305 |
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| 856 | 4 | |u http://dx.doi.org/10.5901/mjss.2015.v6n2p643 | |
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