Abstract:
The aim of the paper is to discuss the importance of embracing a learner-centred approach when teaching English to students at non-philological faculties. The paper will start from clarifying some theoretical aspects: What does “learner-centred” mean? Why is it important and why is it important especially for non-philological faculties? Then the paper moves on to examine some of the practical issues, emphasizing the importance of creating, adapting and tailoring teaching techniques and materials so as to help students develop those language skills needed in a business environment, i.e.in their future careers. In addition, the paper will deal with some of the problems that might occur when adopting a learner-centred attitude and will suggest some ideas that may enable teachers to become more learner-centred. The paper will mainly draw on (but not be limited to) Maryellen Weimer’s (2002) description of five practice areas to work on in order to achieve learner-centred teaching: the function of content, the role of the teacher, the responsibility for learning, the processes and purposes of evaluation and the balance of power.
