哪位大侠能帮忙翻译一下这段文章 我自己找网页在线翻译出来的 语句十分不通顺 小弟不胜受感激 谢谢

哪位大侠能帮忙翻译一下这段文章 我自己找网页在线翻译出来的 语句十分不通顺 小弟不胜受感激 谢谢
This paper findings and discusses teachers’ perceptions and implementation of the learner-centered approach to teaching English as a Foreign Language in Thai secondary school contexts. Thailand were developed from interviews, classroom observations and teachers’ self-reporting.
Thai EFL teachers are required to implement this learner-centered policy find themselves faced with a number of challenges in both the environment in which they work and related to the new goals they are asked to achieve. Thai language-in-education policy has directed that there be a change in the way English is taught, and programs are implemented, it is vital to evaluate this change early in the dissemination stage, especially in Thai rural contexts where a number of constraints remain unchanged, to understand the extent to which the learner-centered approach actually is being implemented. The results of this study provide valuable feedback for training pre-service teachers and for providing training and supervision for in-service teachers in rural contexts in order to develop and provide relevant assistance to meet the teachers’ needs. LEARNER-CENTRED APPROACH IN ENGLISH LANGUAGE TEACHING
The learner-centered approach is based on the idea that learners can learn better when they are aware of their own goals. Thus, teachers taking roles as facilitators of knowledge to help learners learn how to learn rather than being the source of knowledge as was traditionally the case. Teachers can foster learner autonomy by creating and maintaining a learning environment through communicative tasks through which students can develop their language and learning skills to become autonomous learners. In such a situation, teachers have to be familiar with a wide range of teaching methodologies, learning materials, study options, and be flexible and adaptable while school programs need to be resource rich to develop a successful learner-centered curriculum that caters for a wide range of student needs. While teachers may be a central element in change, context is also very important, not all innovations can be easily applied in every context, and the application of CLT is still controversial in EFL, especially in Asian contexts (e.g., Anderson, 1993;1999; Howard, ). In the Thai context, where there is a shortage of qualified EFL teachers, the new policy has been mandated top-down. If the policy is to be successful, there is an urgent need to investigate the English proficiency of teachers and their capacity to develop learner autonomy through a learner-centered. This is particularly true for Thai rural contexts where training and resources are likely to be fewer. Teachers need to be given a chance to reflect on how they perceive the system should work and how they implement the learner-centered approach.

本文研究结果,并讨论了教师的观念和实施以学习者为中心的教学方法,英语作为一门语言在泰国中学的情境.泰国是经历了从采访、课堂观察和教师的餐点.
泰国英语要求教师以学习者为中心,实施这一政策发现自己面临着一系列的挑战,在这两种自己工作的环境和相关的新的目标要求他们去实现.泰国language-in-education政策已下令:有一种方式的变革都教英语,程序能够得以实施,这是至关重要的,这一变化在评估阶段的早期传播,尤其是在泰国农村语境就是一个多种约束条件保持不变,去理解程度,以学习者为中心的方法实际上是被执行.本研究的结果为训练提供很有价值的反馈和职前教师提供培训和监督的在职教师在农村语境,以制定和提供相关的援助以满足教师的需要.旨在透视一个国内外都十分关注的方法在英语语言教学
以学习者为中心的方法是基于这样一种理念:学习者能够学得更好,当他们意识到他们自己的目标.因此,教师的角色,主持人以知识,使学习者学会如何学习而不是知识的源头作为传统上是如此.教师可以通过培养学习者自主学习环境的创造和维持一个通过交际任务,让学生能够发展他们通过语言和学习技能,成为自主学习者.在这种情况下,教师必须熟悉广泛的教学方法、学习材料,研究选项,灵活性和学校项目时需要资源丰富,开发一个成功的以学习者为中心的课程可以满足大范围的学生的需要.当老师的可能是一种改变,语境中的重要元素也非常重要,并不是所有的创新可以很容易地应用于各个语境,应用不但仍然是一个引起争议的外语教学中,特别是在亚洲国家的环境(例如,安德森,1993;1999年;霍华德,).在泰国的语境,那里是一个合格的英语教师短缺的问题,新政策被授权自上而下.如果政策是成功的,目前迫切需要调查英语水平的教师和学生的能力培养学习者自主性通过一个以学习者为中心.是非常正确的.这使得泰国农村语境在培训和资源可能会越来越少.教师们需要得到一个机会来反思他们是如何看待这个系统应该工作和他们如何实施以学习者为中心的方法.