LearnerBased Teaching in ELT Class以学生为主体的英语课堂教学.docx

1、LearnerBased Teaching in ELT Class以学生为主体的英语课堂教学Learner-Based Teaching in ELT Class以学生为主体的英语课堂教学AbstractThe author argues that with the process of teaching concept and the popularity of moderninformation media, traditional didactic teaching is not the most effective method. For various reasons, tradi

2、tional 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 teaching. T

3、he emphasis of Learner-based Teaching is thatall 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 mode.

4、 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 deve

5、lopment. 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 trust to

6、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.以学生为主体的英语课堂教学内容摘要作者认为随着教学思想的发展和现代信息传播的流行，传统迂腐的教学法已不是最有效的方法了。传统的教学法倾向于单种技能而忽略其他。近年来，在教学大纲设计和外语教学法中，一个可

7、能填补英语教学法与现实生活语言使用之间空白问题的方法就是采用以学生为主体的英语教学法。此种教学法强调使用学生带入班级的信息来组织教学，并相信全部学习活动均可以在学生自身经验的基础上进行。而且，它强调的不是个人自学而是在群体学习过程中的学习自主性。它最终的目的是使学生能够在日常生活中“随心所欲”的使用外语。此种教学法优点颇多，它能提高学生的学习兴趣和动力，并还能有力的促进教师自身人格与专业发展。从原先充满安全操作的教学转向相信学习过程的力量和学生输入的力量，这无疑是需要勇气的，但相应的回报也将是巨大的。一个效率高的英语教学课堂需要以学生为主体的英语教学。关键词：学生为主教学法；传统教学法；英语教

8、学.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 languageB. Views on Language Lea

9、rning. 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 TeachingB. Advantages of Using Learner-Based TeachingC. Ways o

10、f 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-based Te

11、aching 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 Teachin

12、g 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.Students an

13、d 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 between t

14、his 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 a tool fo

15、r 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 control and pr

16、e-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 ofLearner-based Teaching to Chinesestudents. English teaching should be aimed at deve

17、loping 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 that all app

18、roaches 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 methodologies. To

19、 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 the moment. H

20、owever, “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 views of langua

21、ge, 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 learn a langu

22、age means to learn these structural items so as to be able to understand and produce language. Thefunctional 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, apologizing,

23、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 future time; the

24、 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 people? Therefor

25、e, 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 knowing its struct

26、ural 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 appropriate to do so, a

27、nd 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 for a particular

28、 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 than a system of

29、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 psycholinguistic and cogni

30、tive 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 be broadly div

31、ided 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-oriented theories emph

32、asize 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 example, 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 theory o