A learner-centred teaching orientation begins with the premise that the learner is the central reference point in decision making because: needs analysis and goal-setting can be more effective if students inform them with their own knowledge and experience; learning is more successful if methodology and study mode take into account student preferences and characteristics. This text provides a framework of theory, discussion and practical guidelines to help teachers implement these principles in a sensitive and flexible manner, in response to the specific features both of their students and of the wider context of learning. Also examineed are the implications a learner-centred approach has in terms of the role and responsibilities of the teacher.

Traditionally, the classroom has been seen as a place where languagelearning takes place in a linear manner on a fairly predictable input-output model. Recent research, however, has portrayed the classroom as a complex environment which is influenced by a wide range of attitudinal and contextual factors. This book seeks to explore the dynamic and frequently unpredictable nature of the language classroom. It does this by examining the various conceptions of language, learning, and of the classroom which influence participants' attitudes and actions. The interaction between methodology and context and the role of local cultures of learning is also examined. It then concludes with a number of recommendations as to how language educators may work constructively with the complex dynamic of classroom teaching and learning.