What is Learner-centeredness?

Leaner-centeredness literally means the situation that English learners are at the center of their own studying. Hence, broadly speaking, individual study or self-study at home can be called a kind of learner-centered study.
Strictly speaking, however, learner-centeredness is the critical counter-analysis against teacher-centeredness in the classroom. The stereotype of teacher-centeredness is the classical grammar-translation method, where learners have no choice but to listen to their teacher's monotonous explanation. In other words, learners are likely to get bored because they spend most of their class listening to T's explanation.
In this article, I will use the term 'learner-centeredness' as the antonym of 'teacher-centeredness', and limit the analysis to the situation in the classroom. Then, what is learner-centeredness in the classroom?
The extreme case of leaner-centeredness in the class is 'Jisyuu' or the self-study by individual learners. This sort of lesson can be sometimes seen when the teacher is on the business trip. There is no teacher in the classroom, and each student studies on their own. Clearly again, this is not the learner-centeredness that we pursue because learners do not have to come to class if they just study by themselves. To realize the true 'learner-centeredness', teachers have to activate learners as an individual or a group.
Then, what is the appropriate 'leaner-centeredness' in the class? The key is on the learner's motivation. Teachers have lesson goals for each lesson, for example, to-infinitive, reading materials and so on. At the same time, teachers should also think of better ways to encourage learners to achieve such goals. That is what I think leaner-centeredness is.
Lesson goals and learner-centeredness are not the conflicting concepts but like two wheels of a vehicle. Both are indispensable for successful lessons and mutually beneficial. Let me consider some examples in grammar lesson.
Suppose we teach students to-infinitive. True, it is important to teach to-infinitive clearly and logically, but it is not enough. Teachers should not forget learners' viewpoint. However clearly and logically teachers explain to-infinitive, learners won't listen if the explanation is monotonous or too long. Teachers should also think of what students are doing during the explanation.
Then, instead of the sole explanation, teachers can prepare the fill-in-the-blank worksheet, where students can participate. If the handout is well-prepared, teachers do not have to teach directly. After making students fill in the blanks, teachers may have them answer the questions on the sheet. In short, teachers can make students say what they want to tell students through the handout.
Teachers can also give students some tests as a review. However, just a simple test will not work, because this is again, just a one-sided, monotonous activity. Teachers can give students the extra assignment for bad marks. If students can get good marks, they can get confidence. If not, they get penalty. This kind of feedbacks can motivate students.
These are two examples of what I believe is learner-centeredness. The point is that teachers should always think of how to motivate students as well as how to make 'good lessons'. Before taking this course, my concern was mainly on techniques to make good lessons. This course, however, has given me another perspective; that is, how I was seen by students or how my actions in the lesson are perceived by students. Making good lessons is not enough. What is more important is how the 'good lesson' is accepted by students. Eye-contact, delivery, language use, blackboard, handouts ... each part of the lesson can be seen from student’s viewpoints and therefore can be a part of learner-centeredness.