Teacher-based Approaches

Abstract

Abstract Changes within the practice of FLT are indicative of more fundamental changes in the functions of knowledge, and in the way in which knowledge is constructed and exchanged. The first chapter defines the problem of the study. The study assumes that most English language teachers have no idea about autonomy in FLT as they were taught English language traditionally. Moreover they need to know how to adapt to their effective role in FLT. It suggests "autonomy" as a new approach to meet the challenge of 21st century in the field of FLT. The second chapter is assigned for review of literature related to "autonomy" which is considered as a natural attribute of FL learning, justification for using it nowadays and the areas of practicing it in different areas of study. Then it presents a brief historical background on ELT in Sudan and Saudi Arabia and it reviews some previous studies on EL teacher education and training, it also presents elements which contribute to teacher autonomy and explains the role of the FL teachers in autonomous learning. Then it introduces phases of developing students' responsibility with suggested techniques and activities. The third chapter presents the sample of the study and the questionnaire which explores "traditionalism" in university education and recent practice of ELT. The results prove that EL teachers are not acquainted with autonomous approaches to FLT and they practice their task traditionally. In spite of that, they have shown positive attitudes toward FL autonomous responsibilities. The study recommends that the concepts of autonomy should be in the centre of both pre-service and in-service FL teacher education programs.