LEARNING CONTRACTS: SHARING RESPONSIBILITIES WITH LEARNERS

Abstract

Present day educators are of the opinion that meaningnful second language learning should be learner-centered, autonomous, co-operative and reflective. By choosing and carrying out activities that allow learners to play an active role and use the target language in a meaningful way in the classroom, learners are expected to acquire more skills in the language (Nunan, 1988; Sheils, 1988). According to Sheils (1988) and Holec (1981) an effective second langauge program should promote learner autonomy and self-direction so that the learning process can be extended beyond the four walls of the classroom. One of the ways of promoting learner autonomy is through the introduction of Learning Contracts in the language class. The focus of this paper is to discuss the advantages and implications of using Learning Contracts in the ESl/FL context. To strengthen the argument for Learning Contracts, a case study of two courses conducted by the Faculty of Langauge Studies, UKM, where learning contracts have been used on a trail basis is cited. The paper also provides some useful guidelines for teachers to try out learning contracts in their language classes.