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The specificity of learning barriers in adult EFL classes


Diplominis anglų kalba. Suaugusiųjų anglų kalbos mokymosi sunkumai. Abstract. Introduction. Adult Education. Adult Learners. Motivating the Adult Learner. Elements of adult learning. EFL. Difficulties for learners. Vocabulary. Pronunciation. Grammar. Differences between spoken and written English. Barriers to Learning. Institutional Factors. Personal factors.


Supporting the development of human resources has to be a priority area for the European Union countries. In spite of the very different traditions and structures of adult and continuing education in the European countries, it seems to be a common tendency that the relation between adult education with some direct relation to work and labour market is becoming very important. Companies, public employers and labour market organizations play an increasing role in defining and organizing adult education.
It is difficult to over-emphasize the importance of fluency in English for Lithuanians as ones are people from the relatively small linguistic community in the European Union. Professional use of English creates a possibility for better work opportunities. It also gives a person more self-confidence as in rapid changing environment one can get needed information in English quicker than it will be translated into native language. The fact confirms that EFL classes will be rather popular in Lithuania in the future. The aim of the study would be to estimate the existing organisation of EFL classes for adults and give recommendations to improve the organisation of such classes.
This paper concentrates on analysis of a certain learning experience that occurred when an administration of Kaunas region municipality received finances from European Social fund for the purpose to develop English competences for the public servants. The public servants had possibility to attend afternoon classes of English twice a week for two month. Their studies were combined with their professional duties. Also, it was possible to attend classes to everyone no matter what level one was.
The goal of the work is to reveal the learning barriers of the learners who participated in the English courses in order to improve the organizational system of such kind of courses in the future, and create the learning environment for adult learners more effective where they can get as much as possible of the outcomes of their studies. The bigger consideration of the work has been given to organizational learning barriers of the adult learners who started learning English at the beginner’s level.
The objectives of the work are:
- to depict the concrete learning experience;
- to reason the theoretical background on adult learning;
- to establish facts about the possible learning barriers in an learning occasion;
- to analyze what organizational barriers blocked the effective learning process of the adult learners of English;
- to present the preconditions of effective learning process organisation. ...

Rašto darbo duomenys
Tinklalapyje paskelbta2007-08-30
DalykasPedagogikos diplominis darbas
TipasDiplominiai darbai
Apimtis14 puslapių 
Literatūros šaltiniai20 (šaltiniai yra cituojami)
KalbaAnglų kalba
Dydis28.36 KB
Viso autoriaus darbų6 darbai
Metai2006 m
Švietimo institucijaVilniaus Universitetas
Failo pavadinimasMicrosoft Word The specificity of learning barriers in adult EFL classes [speros.lt].doc

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