以學(xué)生為主體的英語課堂教學(xué)

1、Learner-Based Teaching in ELT Class Author: Qian Li Supervisor: Wang Yuelan A Thesis Submitted as a Partial Fulfillment of the Requirement for the Degree of B.A. in English Foreign Language Department Fuyang Teachers College, Anhui Province May, 2007學(xué) 位 論 文以學(xué)生為主體的英語課堂教學(xué)（學(xué)號：2）指導(dǎo)教師姓名 職稱 副 教 授 單位 阜 陽 師

2、 范 學(xué) 院 外 語 系專業(yè)名稱 英 語 教 育 申請學(xué)位級別 學(xué) 士 學(xué)位授予單位 阜 陽 師 范 學(xué) 院 2007年5月Learner-Based Teaching in ELT Class AbstractThe author argues that with the process of teaching concept and the popularity of modern information media, traditional didactic teaching is not the most effective method. For various reasons, t

3、raditional teaching tends to focus on one or two language skills and ignore the others. One possible solution to bridge the gap between ELT class and real life language use is the adoption of Learner-based Teaching, which has been in syllabus design and in the methodology of foreign language teachin

4、g. The emphasis of Learner-based Teaching is that all class activities can be done using information that the learners themselves bring to the class. Furthermore, as Learner-based Teaching pattern goes, the emphasis here is on Learner Independence in the group mode rather than individual self-study

5、mode. The ultimate goal of the learner-based Teaching in ELT class is to enable the students to use the foreign language in everyday life when necessary. Learner-based Teaching has its advantages: it can raise students interest and motivation. Among its advantages is its power as a tool for teachers

6、 development. No teacher taking this route can fail to develop both as a person and as a professional. The approach offers an exciting and rewarding alternative to those teachers willing to try it. It undoubtedly takes courage to cast off the security of control and pre-determined materials, to trus

7、t to the power of process and of learner-input, but the rewards are correspondingly great. An efficient ELT class needs Learner- basd Teaching.Key words: Learner-Based Teaching; Traditional Pedagogy; ELT.以學(xué)生為主體的英語課堂教學(xué)內(nèi)容摘要作者認(rèn)為隨著教學(xué)思想的發(fā)展和現(xiàn)代信息傳播的流行，傳統(tǒng)迂腐的教學(xué)法已不是最有效的方法了。傳統(tǒng)的教學(xué)法傾向于單種技能而忽略其他。近年來，在教學(xué)大綱設(shè)計(jì)和外語教學(xué)法

8、中，一個可能填補(bǔ)英語教學(xué)法與現(xiàn)實(shí)生活語言使用之間空白問題的方法就是采用以學(xué)生為主體的英語教學(xué)法。此種教學(xué)法強(qiáng)調(diào)使用學(xué)生帶入班級的信息來組織教學(xué)，并相信全部學(xué)習(xí)活動均可以在學(xué)生自身經(jīng)驗(yàn)的基礎(chǔ)上進(jìn)行。而且，它強(qiáng)調(diào)的不是個人自學(xué)而是在群體學(xué)習(xí)過程中的學(xué)習(xí)自主性。它最終的目的是使學(xué)生能夠在日常生活中“隨心所欲”的使用外語。此種教學(xué)法優(yōu)點(diǎn)頗多，它能提高學(xué)生的學(xué)習(xí)興趣和動力，并還能有力的促進(jìn)教師自身人格與專業(yè)發(fā)展。從原先充滿安全操作的教學(xué)轉(zhuǎn)向相信學(xué)習(xí)過程的力量和學(xué)生輸入的力量，這無疑是需要勇氣的，但相應(yīng)的回報(bào)也將是巨大的。一個效率高的英語教學(xué)課堂需要以學(xué)生為主體的英語教學(xué)。關(guān)鍵詞：學(xué)生為主教學(xué)法；傳統(tǒng)教學(xué)

9、法；英語教學(xué).Learner-Based Teaching in ELT ClassThesis StatementThrough the linguistic theories and the current situation, one can see that leaner-based teaching should be adopted widely in English Language Teaching class.Outline.Introduction. The Linguistic TheoriesA. Views on language B. Views on Langua

10、ge Learning. The Current SituationA. Traditional Pedagogy B. Traditional Pedagogy and the Language Use in Real Life1. Writing in ELT Class2. Rote Learning without Meaningful Context. Learner-Based Teaching in ELT ClassA. Views on Learner-Based Teaching B. Advantages of Using Learner-Based TeachingC.

11、 Ways of Using Learner-Based Teaching1. Views on Learner-Based Teaching in Class2. Teachers Role in Learner-Based Teaching3. Two Activities about Learner-Based Teaching . ConclusionLearner-Based Teaching in ELT Class. IntroductionIn teaching English as a foreign language, the importance of Learner-b

12、ased Teaching has been widely recognized. However how to attain the aim in the English language Teaching (ELT) class is a problem faced by language educators all over the world. In the present dissertation the concerning linguistic theories and teacher changes and the advantages of the Learner-based

13、 Teaching in the ELT class will be surveyed and studied in the light of the Chinese students situation. The present dissertation stresses that Learner-based Teaching is very essential in the ELT class. The teaching of language and Learner-based Teaching are of the same importance in the ELT class. S

14、tudents and pedagogy are closely related in foreign language teaching is to enable the students to use the foreign language in everyday life when necessary, but very often there is a big gap between the use of language in real life and the traditional foreign language pedagogy. There are clear links

15、 between this approach and the current trend towards Learner Autonomy, self-directed learning, and Learner Independence. Perhaps unusually however, the emphasis here is on Learner Independence in the group mode rather than the individual self-study mode. Among its ancillary advantages is in power as

16、 a tool for teacher development. No teacher taking this route can fail to develop both as a person and as a professional. Furthermore Learner-based Teaching offers an exciting and rewarding alternative to those teachers willing to try it, it undoubtedly takes courage to cast off the security of cont

17、rol and pre-determined materials, to trust to the power of process and of Learner-input, but the rewards are correspondingly great. From years of my experience in teaching English as a tutor I gradually realize the importance of Learner-based Teaching to Chinese students. English teaching should be

18、aimed at developing students communicative competence so that they would be able to react freely and proper with native speakers of English in various social situations. Learner-based Teaching should be adopted in ELT class. Its so important。. The Linguistic TheoriesA. Views on Language One question

19、 that all approaches of language teaching should answer is “What is language?” The answer to this question is the basis for syllabus design, teaching methods, teaching procedures in the classroom, and even the techniques used in the class. Different views on language generate different teaching meth

20、odologies. To give a concise definition of the language has been an enormous amount of research in language in the past half century; no authoritative answer has been given to “What is language?” Rather, people talk about views of language, seemingly allowing for or accepting different theories for

21、the moment. However, “teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994). In the past half century, language teaching and learning practices have been influenced by three different vi

22、ews of language, namely, the structural view, the functional view, and the interact ional view. The structural view sees language as a linguistic system made up of subsystem; from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To

23、learn a language means to learn these structural items so as to be able to understand and produce language. The functional view sees language as a linguistic system but also as means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising,

24、 apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are concept of present, past and fu

25、ture time; the expressions of certainty and possibility; the roles of agent and instrument within a sentence; and special relationships between people and objects. The international view considers language as a communicative tool. Whose main use is to build up and maintain social relations between p

26、eople? Therefore, learners not only need to know the grammar and vocabulary of the language but more importantly they need to know rules for using them in a whole range of communicative contexts.These three views present an ever wider of language. The structural view limits knowing a language to kno

27、wing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropri

28、ate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis f

29、or a particular teaching method (Richards and Rodger, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more th

30、an a system of structure, it is more important a tool, then to learn the language means to use it, rather than just study what it is and how it is formed.B. Views on Language Learning The language learning theory underlying an approach or method usually answers two questions: 1) what are psycholingu

31、istic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated? Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can

32、 be broadly divided into process-oriented theories and condition-oriented theories (Wang Qiang, 2000). Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. Conditional-oriente

33、d theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For exam

34、ple, the Natural Approach, Total Physical Response and the Silent Way are based on one or more dimension of processes and conditions. At this level, It is too early to formulate a specific approach, because some aspects still too vague, for example, what is done in these processes.The behaviorist th

35、eory of language was initiates by behavioral psychologist Skinner, who applied Watson and Raynors theory of conditioning to the way humans acquire language (Harmer, 1983). Based on their experience, Watson and Raynor formulated a stimulus response theory of psychology. In this theory all complex for

36、ms of behaviormotions, habits, and suchare seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as others skills. The key point of the theory conditioning is that “you can train an animal

37、to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement” (Harmer, 1983:30). Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to st

38、imuli. This theory of learning is referred to as behaviorism, which was adopted for some time by language teaching profession, particularly to America. One influential result is the audio-lingual method, which involves endless “l(fā)isten and repeat” drilling activities. The idea of this method is that

39、language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today. The term cognitivism is often used loosely to describe methods in which s

40、tudents are asked to think rather than simply repeat. It seems to be the result of Noam Chomskys reaction to Skinners behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky theory is reflected in his most famous question: if all language is a learned behavio

41、r, how can a child produce sentence that has never been said by others before? Though Chomsky theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their underst

42、anding of certain rules. This idea is clearly in opposition to the audio-lingual method. Although people are still pretty much in the dark as to what language is and how language is learned, it is believed that a general knowledge about language and language learning will help language teachers do a

43、 better job. The Current SituationA. Traditional PedagogyOur schools are expected to transmit knowledge to younger generations. They are, however, also increasingly criticized for indoctrinating so-called inert knowledge mainly for the well-known reason pressure of going to a better higher school or

44、 university. It may be the most direct way but not the most effective way, Im afraid. Since teaching nowadays often focuses on how well students absorb the ideas spoken at them by teachers through endless, repeated rote practice and how fast they might recall facts for a test rather than on how stud

45、ents are constructing and reasoning. Instructional teaching procedures that result in rote learning in the sense of being able to recall relevant information provide no guarantee that students will spontaneously use it later. B. Traditional Pedagogy and the Language Use in Real LifeThe ultimate goal

46、 of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. Thus we should teach that part of language that is used (rather than all parts of language); and we should teach language in the way that is used in the real world (Zhou Yan, 2004). Ho

47、wever this is not always the case in the present day foreign language teaching practice. Very often there is a big gap between the use of language in real life and the traditional foreign language teaching pedagogy (Zhang Jianwei, 2001). The differences between language use in real life and what is

48、done in traditional language teaching pedagogy are numerous and beyond the scope of discussion in this dissertation. We can only focus on a few major points. Generally speaking language use in real life differs from traditional language teaching pedagogy in the following aspects: 1) In real life, la

49、nguage is used to perform certain communicative function; in traditional pedagogy, the teaching focus is on form rather than functions. So when students have learned a lot of sentences or patterns, they do not know their functions. Thus they are unable to use them appropriately in real life situatio

50、ns.2) For various reasons, traditional pedagogy tends to focus on one or two languages skills and ignore the others. For example, due to the needs of language learning in the 19th century, the grammar-translation method emphasized reading and writing skills and virtually ignored listening and speaki

51、ng skills. In real language use we use all skills, including the receptive skills of listening and reading, and the productive skills of speaking and writing.3) In reality, language is always used in a certain context, but traditional pedagogy tends to isolate language from its context. For example,

52、 in traditional pedagogy, when the English passive voice is introduced, the teacher tries to present how the object in an active sentence is moved to the front of a passive sentence and how the verb is changed to an auxiliary plus an ed form of the original verb. Then the students will ask when the

53、passive is used and why they should learn it. In many cases the teacher may explain the reasons, one of which is, when it is not necessary to tell who has done the action, the passive is used. Then the students will ask another question “Why is it not necessary to tell who has done the action?” Stud

54、ents keep asking questions because the grammar pattern is taken away from the language context. If the teaching of the passive voice starts with examples from real language use in context, students will have fewer questions to ask.1. Writing in ELT ClassComparing writing in our ELT class with writin

55、g in reality, it is easy to find two major differences. First, writing in the ELT class is often seen as a means to consolidate language that is recently studied. Very often the students write from someone elses idea. This kind of writing is seen as “writing as language learning”. And very often, wh

56、en given a topic, the students make up things to write about because their personal experiences cannot contribute to the given topic. We can say this is pseudo writing. While in reality, most writing is for communication, that is, to convey messages or for self-creation, such as poems that reflect t

57、he students inner thoughts or feelings. Second, in the ELT class, especially in traditional pedagogy, writing often goes this way: the teacher gives a topic or a selection of topics, a set of requirements and a time limit; the students finish the task within the time limit and hand in the final prod

58、uct, the students work is evaluated based on the accuracy of the final product. The process that the students go through while doing the writing task is virtually ignored; that is, the teacher turns a blind eye to how the students produce the product. In reality, we may have some ideas long before we put them on paper. And we often plan, draft, and rewrite. Also, teacher tends to overlook the quality of ideas in students writing. Instead, they only commend on the quality