It is now widely recognised
that the learners’ individual needs must be taken into
account to ensure guaranteed results and to adequately plan
the right timescales and methods required to reach these targets
in training programmes.
To this end, instead of using a single method, Xénos
Group has adopted the procedural technique of Mastery
Learning, which consists of a tailor-made training
model able to take the user to target levels of knowledge
by controlling the variables that affect its outcome.
This approach is also backed up by the careful planning of
the operating procedures which
have been specially designed to track course progress, so
as to achieve punctual and serious quality control for the
entire duration of activities.
In
the execution of each language-training programme, it is part
of our routine procedure to divide the activity into 3 successive
phases:
A) Planning and Organisation
Study of language learning needs, whether
general or specialist, especially considering sectorial “microlanguages”
Identification of skills required
Definition of a training strategy and of the most suitable
method
Development of an ad hoc programme
B) Accomplishment
Selection of specialised, trained mother-tongue
teachers;
Choice and supply of teaching materials
Periodical checks on course progress by an expert Italian
“controller”
Drawing up and administration of questionnaires and evaluation
tests and the start and finish of each course
C) Checks and Monitoring
Monitoring of presences and regular
attendance of course participants
Screening of critical points and corrective action
Observation of teaching progress using periodical reports
and graphs (expected objectives / results obtained ratio)
for use by the company administration
Planning of each course, whether it be for an individual
or a group, is composed of two phases. The first is planning,
aimed at identifying the training strategy and method best
suited to an ad hoc programme and the second is that concerning
the carrying out of the course.
LA METODOLOGIA
Study of language learning needs, whether
general or specialist, especially considering sectorial “microlanguages”