Integrating Jerome Bruner’s Progressive Ideas for Developing ELT in Libya
| المصدر: | المجلة الجامعة |
|---|---|
| الناشر: | جامعة الزاوية - مركز البحوث والدراسات العليا |
| المؤلف الرئيسي: | Saleh, Salama Embark (Author) |
| المجلد/العدد: | مج17, ع1 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2015
|
| الشهر: | مارس |
| الصفحات: | 153 - 168 |
| رقم MD: | 1263445 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, EcoLink, IslamicInfo, AraBase, HumanIndex |
| مواضيع: | |
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| LEADER | 02619nam a22002537a 4500 | ||
|---|---|---|---|
| 001 | 2016037 | ||
| 041 | |a eng | ||
| 044 | |b ليبيا | ||
| 100 | |9 450547 |a Saleh, Salama Embark |e Author | ||
| 245 | |a Integrating Jerome Bruner’s Progressive Ideas for Developing ELT in Libya | ||
| 260 | |b جامعة الزاوية - مركز البحوث والدراسات العليا |c 2015 |g مارس | ||
| 300 | |a 153 - 168 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b This paper presents a iatitirc rirclata of Jerome Bruner‟s (1915-) progressive ideas on reforming education and their possible implications for developing English language teaching (ELT) in Libya. Constructive learning, discovery learning, motivation to learn and spiral curriculum represent the main principles of Bruner‟s theoretical framework for reforming education. These ideas have significant implications for developing ELT as Bruner believes that any teaching method which utilizes these ideas often yields better results. The effective integration of these ideas in Libyan language classrooms requires a radical change in the roles paled by teachers and learners. The role of the teacher would be facilitating students‟ independent learning and promoting their active involvement and participation in the learning process. The language learner is no longer seen as a passive recipient of knowledge but rather is seen as an active constructor and processor of it. However, teachers‟ different conceptions about the role of learner in the learning process which range from considering him/her as absolute passive to an active knowledgeable thinker have their impact on the successful integration of Bruner's ideas in the language classroom. Moreover, specific social and cultural aspects of the Libyan context also have their obvious impact on this process. Therefore, these factors should be carefully considered if Bruner's constructive ideas are to be successfully put into practice. | ||
| 653 | |a برونر، جيروم، ت. 2016 م. |a تطوير التعليم |a اللغة الإنجليزية |a ليبيا |a طرق التدريس | ||
| 773 | |4 العلوم الإنسانية ، متعددة التخصصات |4 العلوم الاجتماعية ، متعددة التخصصات |6 Humanities, Multidisciplinary |6 Social Sciences, Interdisciplinary |c 023 |e University Bulletin |l 001 |m مج17, ع1 |o 0928 |s المجلة الجامعة |v 017 | ||
| 856 | |u 0928-017-001-023.pdf | ||
| 930 | |d n |p y |q n | ||
| 995 | |a EduSearch | ||
| 995 | |a EcoLink | ||
| 995 | |a IslamicInfo | ||
| 995 | |a AraBase | ||
| 995 | |a HumanIndex | ||
| 999 | |c 1263445 |d 1263445 | ||
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