TY - JOUR
T1 - Planning and implementation of the process aimed at teaching English to adult learners
AU - Nizkodubov, Gavriil A.
AU - Evseeva, Arina M.
N1 - Publisher Copyright:
© MCSER-Mediterranean Center of Social and Educational Research.
Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.
PY - 2015/3/1
Y1 - 2015/3/1
N2 - The paper deals with a compositional analysis of the adult educator and the adult learner activities intended for acquisition of the English language. Such activities as planning and implementation have been chosen among the others since their role in teaching adult learners is often underestimated despite that adult learners are willing to actively participate in all planning activities related to their own education and they can contribute a lot to the learning process. Participation of adult learners in planning is of paramount importance because adult learners have individual educational needs, their personal experience and level 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 into account throughout the educational process. In the article, the principles of education for adult learners have been revealed. It has become common knowledge that adult learners are independent, self-directed; they bring experiences and self-awareness to learning, accumulate social and professional experience, they are internally motivated and self-directed, their motivation is determined by aspiration for solving vital problems and achieving particular goals by means of learning. Thus, the adult educator must be aware of the principles before he/she turns to planning and implementation stages.
AB - The paper deals with a compositional analysis of the adult educator and the adult learner activities intended for acquisition of the English language. Such activities as planning and implementation have been chosen among the others since their role in teaching adult learners is often underestimated despite that adult learners are willing to actively participate in all planning activities related to their own education and they can contribute a lot to the learning process. Participation of adult learners in planning is of paramount importance because adult learners have individual educational needs, their personal experience and level 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 into account throughout the educational process. In the article, the principles of education for adult learners have been revealed. It has become common knowledge that adult learners are independent, self-directed; they bring experiences and self-awareness to learning, accumulate social and professional experience, they are internally motivated and self-directed, their motivation is determined by aspiration for solving vital problems and achieving particular goals by means of learning. Thus, the adult educator must be aware of the principles before he/she turns to planning and implementation stages.
KW - Adult educator
KW - Adult learner
KW - Implementation
KW - Learning process
KW - Planning
KW - Principles of adult education
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U2 - 10.5901/mjss.2015.v6n2p643
DO - 10.5901/mjss.2015.v6n2p643
M3 - Article
AN - SCOPUS:84924238098
VL - 6
SP - 643
EP - 647
JO - Mediterranean Journal of Social Sciences
JF - Mediterranean Journal of Social Sciences
SN - 2039-9340
IS - 2
ER -