What Is The Problem?

I. THE MAJOR OBSTACLES TO EFFECTIVE LEARNING OF ENGLISH IN HUNGARIAN STATE SCHOOLS

1. ELEMENTARY SCHOOLS

a. Most EFL teachers believe that their major role in the classroom is the transmission of information. Their "teaching" results in very boring lessons (to pupils and teachers alike).

• extremely high teacher-talking-time and from very low to none student-talking-time,
• a defensive attitude to both the target language and the pupils,

I have attempted a case study of one of my learners (who should naturally remain anonymous) taking account of his / her success profile for other academic subjects, home backgrounds, peer group pressures, motivations, other languages spoken (if any), career aspirations (especially involving  languages), and I have related my findings to this learner's overall performance in the English class.

April, 2000

Leslie Simonfalvi

INTERNATIONAL TEACHER TRAINING & DEVELOPMENT COLLEGE
Budapest, Hungary

Let's see how we might move from a simpler to a more realistic game model in a real-world example of strategic thinking: in a teacher class relationship in shaping the near future of their teaching - learning.
For this example, the players will be a teacher of English considering some changes, i. e. training further training re-training towards a higher efficiency, and a group of students who are also considering some changes, i. e. learning more efficient learning methods.

The two choices are to use

Mission Statement

The ILS Group INTERNATIONAL TEACHER TRAINING & DEVELOPMENT COLLEGE is the symbiosis of an Association and a Non-Profit Foundation that is running a growing number of high quality TEACHER TRAINING COURSES and other cultural services.We want to become the fastest developing teacher training organization in the region to be able to greatly influence the state of the art in training foreign language teachers.