Learnability, Teachability Hypothesis: How Does It Work in Learner-centered and Learning-centered Instruction?
Mohammad Reza Mozayan *
Shahid Sadoughi University of Sciences and Health Medical Services, Yazd, Iran.
*Author to whom correspondence should be addressed.
Abstract
This paper primarily poses the question whether the instruction per se is useful in teaching L2 or not. The different positions adopted by the researchers are presented in length, the last one of which is the teachability hypothesis. The tenets of the learnability/teachability hypothesis are presented in the following section and a brief comparison of the hypothesis with UG is also made. Later the concepts of learner-centeredness (exercising attention to the learners’ needs, goals, and strategies) and learning-centeredness (viewing acquisition of the linguistic system as incidental and not intentional) are explained as well. And finally, the study discusses the application of the learnability/teachability hypothesis in the learner-centered and learning-centered paradigms.
Keywords: Learnability/teachability hypothesis, UG, learner-centeredness, learning-centeredness.