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Reflection on Teacher-centered strategy college English Classroom

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Reflection on Teacher-centered strategy college English Classroom

    Reflection on Teacher-centered strategy

    college English Classroom

    7卷第2

    Vo1.7No.2

    读与写杂志

    Readand,?ritePeriodical

    20102

    February2010

    ReflectiononTeachercenteredstrate

    collegeEnglishClassroom

    ln

    罗凌霞

    (ForeignLanguageDepartmentofChangshaNormalCollege,Changsha,Hunan410100) Abstract:Thereisastrongargumentbetweenteacher-centeredmethodandlearned-centeredmethod.Teachercentered

    strategyhashaditsdominantpositioninEnglisheducationalareaforalongtime.Thisarticleaimstoreviewaquality

    andefficientteaching-learningwaybyexploringsomemainfeatures,advantages,disadvantagedofteachercenteredstrat-

    egyandsomeconsiderationsduringEnglishteachinglearningprocess.

    Keywords:Englishteaching-learning;teacher-centeredmethod;learner

    centeredmethod;needs

    中图分类号:H319文献标识码:A文章编号:16721578(2010)020014-02

    1Introduction

    Forcenturies,educationandcurriculumdesigners

    emphasizedEnglishcurriculumonteachercenteredlearning.In

    recentyears,althoughstudent-centeredteachingmethodhas

    beendevelopedandbeenapproachedinreallearning environment,thedecisionssuchasselectionoflanguage contents.waysoflearning,assessmentandevaluationof learningoutcomesarestillbeingmadebyteachersor educators.Whilelanguageartistssuggestthatthelearner

    centeredteachingseemsmoresuitabletolanguageteaching. isessayaimstoillustratelanguagelearningandteaching stylesintraditionalcoUegeEnglishlearningaswellassome suggestedfeaturesorstylesforEnglishteaching-learningin ChinesecoBegeEnglishclassroomfromauthor'slearningand teachingexperience.

    2Reflectiononteacher-centeredmeth0dofEnglish teaching-learning

    2.1Learningfeaturesofteachercenteredmethod

    AsalanguagelearnerformewithatraditionalEnglish learningmethodinChineseclassroom.theaimtolearnEnglish istofollowthetrendofsocialdevelopmentandtosatisfythe needsofcommunicationandresearchpurposes.Inaddition, accordingtoCollegeEnglishCurriculumRequirements(forTrial Implementation,2003)thelearningcurriculuminChinese classroomisakindofproficiency-basedcurriculummixedwith communicativebasedsyllabiandstructuralsyllabi.Traditional teacher-centeredteachingandlearningwasthemainwayhow studentslearnedandteacherstaughtwhen1wasastudent. Normally,intheinitialstageofEnglishstudy,learnerslearned newrulesandsomevocabulariesfirstly,andthenduringthe periodoft}Iepracticesimitation.1earnerspracticedtheir pronunciation,exercisedaboutthegrammar,recitated vocabularies.AndaftersomeEnglishstructureshavealready beenacquired,sentencepatternsandgrammaticalfeatureswere

acquiredgradually.

    2.2Teachingfeaturesofteachercenteredmethod

    Teacher-centeredEnglishlearningenvironmentinChinese classroomformeateachEnglishlessoncanbeapictureof thoseteachersspecifyingclassobjectives,highlightingentryand learningbehaviors,selectingandsequencinglearningactivities, andt}Ieftevaluatingtheoutcomesandbehaviorofstudentsat theendingprocess.Theactivitieswhichteacherschoosingwere generalansweringquestion,readingtogetherwithclassmates, listeningtotapes,dialoguesstuay,playingandusingflash cards.Theteachermaybarelyuseddiscussionandsome studentactivitiesfromstudentssides.Therealsomightbe littleinteractionbetweenstudentsandtheteacherandfew groupworksintheclassroom.rhemethodstoassessand evaluatethelanguagelearningoutcomeswastheformof examination.Theonlyroleofastudentwasmerelyalistener. 2.3Advantagesofteacher-centeredmetl1od:

    ThistraditionalEnglishteachinglearningmethodin

    Chineseclassroomasaforeignlanguagefocusesoninputof knowledgeandstructuresoflanguageitselfandgrammatical system.Ellisclaimsthatlanguagelearnersobtainexplicitand usefulknowledgeoflanguagealmostbeginningwithformof languagetodirectinstrnctionandinthemeantimethis acquiredinformationcandevelopthelearners'awarenessof theexistenceofnongrammaticalformsduringtheprocessof

    thelearningtargetlanguage(Ellis,1990).TobeginnersofEnglish learningorinexperiencedlearners,itisoftennecessaryto beginbyteachersinstructingenoufundamentalknowledge andmakingmostofthedecisionsasthefoundationsof

learning.AlsolearnersfromtheteachercenteredEnglish

    classroommaycovermoretopicsduringthesameperiodand forteachers,theycouldachievetheirobjectivesefficientlyand controltheclasseffectively.

    2.4Shortagesofteacher-centeredmethod

    Learnerswhoexposedinalonglisteningenvironmentas listenersratherthanparticipantswillfeelbored,fatigued,tired, undisciplinedandsleepy.Teacher-centeredEnglishlearning situationsinChineseclassroomalsoarelesstoleranttowardthe expressedstudents'viewpoints,anditismorerestrictive, criticalinvaluingthebehaviorandmotivesoftllestudents. Thiswillconstrictt}lecreativityofstudentsandtheywiHless bringforthnewideas.Besides.oneoftheaimsforlearnersto learnanotherlanguageisforsocialinteraction(Long,1981). Studentsneedtogainlanguagecommunieationalskills,needto carryoutrealworldtasksandwhattheydowiththelanguage. Whileteacher-centeredEnglishteaching——learningstylemay

    blockandlessfocusonthedevelopmentofstudentsabilityto listeningandspeakinginEnglish.

    3ElementsmaybeconsideredduringEnglishteaching-

    learningprocessincoflegeEnglishclassroom

    3.1Someelementsconsideredbyeducatorsorlinguists Researchesshowthatlearningalanguageisacumulative, spiralingprocessrequiringagreatquantityofpractice,repeated efficiencygainsanduses,interactiveactivesandmeaningful input(Schulz,1991).Teacherscouldshowalearningprogress whichbelongstolearnersandprovideanatural,interesting learningconditionorsurroundingswhichlearnerscanget accesstochooseandtouseit(DonHoldaway.1979).Brian Cambournesuggestssomelanguagelearningconditionsas

    Immersion,Demonstration,Engagement,Expectation,Responsibility, Use,Approximation,andResponse(Cambourne,1988). 3.2Considerati0sbetweenstudentsandteachers

    Theprocedureoflanguageteaching-learningcanbe

    accomplishedasacollaborativeprocessbetweenstudentsand

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