LearnerBased Teaching in ELT Class （附初三英语训练+语法记忆口诀）

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1、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 modern information media, traditional didactic teaching is not the most effective method. For various reasons, traditional teaching tends to focus on one or two

2、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. The emphasis of Learner-based Teaching is that

3、 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 mode. The ultimate goal of the learner-based Teac

4、hing 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 development. No teacher taking this route can fa

5、il 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 the power of process and of learner-input, b

6、ut 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

7、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；英语教学.Learner-Based Teaching in ELT ClassThesis

8、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 Language Learning. The Current SituationA. Traditional

9、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. Ways of Using Learner-Based Teaching1. Views on

10、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 Teaching has been widely recognized. However

11、 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 Teaching in the ELT class will be surveyed and s

12、tudied 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 and pedagogy are closely related in forei

13、gn 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 this approach and the current trend towa

14、rds 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 for teacher development. No teacher takin

15、g 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 pre-determined materials, to trust to the

16、 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 aimed at developing students communicative compet

17、ence 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 approaches of language teaching should

18、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 give a concise definition of the la

19、nguage 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. However, “teachers clearly need to kn

20、ow 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 language, namely, the structural view, the

21、 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 language means to learn these structural

22、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, apologizing, etc. Therefore, learners learn a la

23、nguage 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 expressions of certainty and possi

24、bility; 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? Therefore, learners not only need to know

25、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 structural rules and vocabulary. The com

26、municative 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, and where, when and how it is appro

27、priate 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 teaching method (Richards and Rod

28、ger, 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 structure, it is more important a

29、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 cognitive processes involved in languag

30、e 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 divided into process-oriented theorie

31、s 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 emphasize the nature of the human and

32、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 Respons

33、e 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 of language was initiates by behavioral psyc

34、hologist 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 forms of behaviormotions, habits, and suchare seen a

35、s 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 to do anything if you follow a certain procedure

36、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 stimuli. This theory of learning is referred to as

37、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 “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and th

38、e 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 students are asked to think rather than simply rep

39、eat. 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 behavior, how can a child produce sentence that has neve

40、r 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 understanding of certain rules. This idea is clearly in

41、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 better job. The Current SituationA. Traditional

42、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 university. It may be the most direct way but no

43、t 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 students are constructing and reasoning. Instructiona

44、l 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 of foreign language teaching is to enable the st

45、udents 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). However this is not always the case in the present

46、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 done in traditional language teaching pedagogy ar

47、e 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, language is used to perform certain communicative f

48、unction; 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 situations.2) For various reasons, traditional pedagogy t

49、ends 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 speaking skills. In real language use we use all skills

50、, 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, in traditional pedagogy, when the English passiv

51、e 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 passive is used and why they should learn it. In

52、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?” Students keep asking questions because the grammar pa

53、ttern 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 writing in reality, it is easy to find two major differ

54、ences. 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, when given a topic, the students make up things to

55、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 the students inner thoughts or feelings. Second, i

56、n 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 product, the students work is evaluated based on the

57、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, an

58、d rewrite. Also, teacher tends to overlook the quality of ideas in students writing. Instead, they only commend on the quality of the language. If writing tasks lack authenticity, they do not motivate students. If writing tasks focus on the product rather than on the process, they don not help stude

59、nts to develop real writing skills. In order to motivate students, we should advocate authentic writing; that is, ask our students to write things we write in reality or things they want to write about. In order to make the teaching of writing effective, we should advocate the process approach to wr

60、iting; that is, guide the students in the process of writing. We believe we should make students want to write in the first place, and then teach them how to write in the first place, and then teach them how to write. 2. Rote Learning without Meaningful ContextOne of the persuasive examples showing

61、the distinction between rote and meaningful learning is when we compare adults learning a foreign language by rote methods with children learning their first language in a natural, meaningful context; we will claim the superiority of the childs learning. It cant be denied that children are good rote

62、 learners since they make good use of meaningless repetition and mimicking after their parents or other people around them. But childrens practice and imitation is a very meaningful activity that is contextualized and purposeful. For instance, when a child beginning to learn to speak “I want to eat

63、the sweets”, first he may stretch out his hands for the sweets with some uncertain pronunciation. But if his mother motivates him to speak some words like “ sweet” or a simple sentence like “ I want sweet” , then after several times , the child learns to speak the word “ sweet” and knows what to say

64、 when he wants something. Adults, actually, have greater ability for rote learning, but rote learning is usually used only for short-term memory or for artificial purposes. Many of the adults have the experience that they can keep a lot of relevant vocabularies, grammar rules or even passages in min

65、d, but they dont know how to put them into practice when they encounter problems in real situation. The cause of childrens language learning superiority may not be in the age of the person, but in the context of learning. The child happens to be learning language meaningful and the adult is not. By inference, we may conclude that the foreign language, mainly English for Chinese learners, classroom should not become the locus of excessive rote activity, rote drills, pattern practice without conte