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By Faruk Abu Chacra

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15, which happens to be correct (Lewis 1974:16). It is evident that the operation is not enough; we must pay attention to the knowledge and understanding on which it is based. On the other hand, there can hardly be valid complaints about the use of behavioural objectives in cases where accurate performance can be measured against them and where there is an indisputably correct answer (as, for example, in certain points of grammar in a foreign language, such as saying and writing ‘he takes/speaks’, etc.

Distance students in Germany, the United Kingdom, Scandinavia, and elsewhere have experience of such measures to improve their situation. Whether or not this type of intervention occurs, the study situation of distance 38 DISTANCE EDUCATION students usually has some special characteristics to which attention must consistently be paid: students’ maturity, their jobs and social commitments, their family responsibilities. One aspect of this is that adult distance students can only rarely give first priority to their study.

However, learning by heart, which is sometimes unavoidable, need not be rote learning only, as will be evident from the discussion of the structuring of a language course on p. 60ff. In agreement with a view of teaching as facilitation of learning the following chapters will discuss the teaching-learning processes relevant to distance education. COURSE PLANNING Bringing about distance-education processes, whether meant to serve personality development, problem-solving as a purely academic exercise, or training leading to an examination or professional competence, requires planning to be useful.

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Arabic Around the World by Faruk Abu Chacra

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