Learning English for science and technology in Bahrain: an alternative approach

Abstract

ABSTRACT : The thesis considers critically the underlying assumptions pedagogical implications of current EST materials. It argues that these materials fail to take into account the needs of the local learner from a cognitive point of view, and therefore there is usually a mismatch between the learner and such materials. The thesis suggests that our approach in presenting EST material should be based on the prevalent learning conditions rather than on assumptions about those conditions. This entails investigating the learning style of the learners in the given context. and approaches. The thesis puts forward the hypothesis that the strong influence of the cultural and educational variables on the learning process in Bahraini schools results in promoting a type of learning style which is based on learning rules and principles which are carefully explained, exemplified, and then applied. The thesis presents empirical evidence to support this hypothesis using two Firstly, conducted to identify the teaching/learning strategies. Secondly, accepting the notion that learning in general and language learning in particular is a problem solving process, two types of experiments are conducted to compare the learning style proposed in the developed hypothesis with the one usually foregrounded in current EST materials, that is learning through discovery. One type of experiment is based on solving problems in the form of geometrical figures. The other is based on language tasks dealing with certain grammatical and discoursal aspects of EST. In both types of experiments time and recognition of the principle applied are also measured as contributing learning variables. a classroom interaction analysis is the The results obtained from the interaction analysis suggest that teaching/learning strategies prevailing in the classes studied take the form of teaching and learning of rules and principles which are throughly explained, consolidated, and then used to develop more data. Also, that learning is conducted in a spiral manner whereby the previously learned data is recycled at different stages during the learning process to ensure maximum retention. The experimental part confirms these findings and shows that in the case of these learners rule and principle learning, as defined in the text, seems to be more effective than any other learning style. It also indicates that less time is usually required for learning in this manner.