Sufficiency vs. Redundancy: Formalizing Teachers' Instruction
In the paper an attempt to formalize teachers’ instruction is presented. Instruction is considered as a minimal teaching method’s unit in relation to knowledge object, students’ activity, and control. As elements of instruction can be regarded as (in)variable parameters, the two approaches – information-centered and students-centered – are formalized, with the basic qualities of sufficiency and/or redundancy in each. The study then provides real-life examples based on the results of semi-structured interviews with EFL teachers (university level) to illustrate the sufficiency/redundancy application, and thus, to enhance further discussion.