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1、D01:10.16071/51-1650/g4.2010.02.023 第 7 卷第 2 期 读与写杂志 2010年 2 月 Vol. 7 No.2 Read and Write Periodical February 2010 Reflection on Teacher-centered strategy in college English Classroom 罗凌霞 (Foreign Language Department of Changsha Normal College, Changsha, Hunan 410100) Abstract： There is a strong arg

2、ument between teacher-centered method and learned-centered method. Teacher-centered strategy has had its dominant position in English educational area for a long time. This article aims to review a quality and efficient teaching-learning way by exploring some main features, advantages, disadvantaged

3、 of teacher-centered strategy and some considerations during English teaching-learning process. Key words： English teaching-learning; teacher-centered method; learner-centered method; needs 中图分类号： H319 文献标识码 ： A 文章编号： 1672-1578(2010)02-0014-02 1 Introduction For centuries, education and curriculum d

4、esigners emphasized English curriculum on teacher-centered learning. In recent years, although student -centered teaching method has been developed and been approached in real learning environment, the decisions such as selection of language contents, ways of learning, assessment and evaluation of l

5、earning outcomes are still being made by teachers or educators. While language artists suggest that the learner - centered teaching seems more suitable to language teaching. This essay aims to illustrate language learning and teaching styles in traditional college English learning as well as some su

6、ggested features or styles for English teaching -learning in Chinese college English classroom from authors learning and teaching experience. 2 Reflection on teacher -centered method of English teaching-learning 2.lLearning features of teacher-centered method As a language learner for me with a trad

7、itional English learning method in Chinese classroom, the aim to learn English is to follow the trend of social development and to satisfy the needs of communication and research purposes. In addition, according to College English Curriculum Requirements (for Trial Implementation,2003) the learning

8、curriculum in Chinese classroom is a kind of proficiency-based curriculum mixed with communicative -based syllabi and structural syllabi. Traditional teacher-centered teaching and learning was the main way how students learned and teachers taught when I was a student. Normally, in the initial stage

9、of English study, learners learned new rules and some vocabularies firstly, and then during the period of the practices imitation, learners practiced their pronunciation, exercised about the grammar, recitated vocabularies. And after some English structures have already been acquired, sentence patte

10、rns and grammatical features were acquired gradually. 2.2 Teaching features of teacher-centered method Teacher-centered English learning environment in Chinese classroom for me at each English lesson can be a picture of those teachers specifying class objectives, highlighting entry and learning beha

11、viors, selecting and sequencing learning activities, and then evaluating the outcomes and behavior of students at the ending process. The activities which teachers choosing were general answering question, reading together with classmates, listening to tapes, dialogues study, playing and using flash

12、 cards. The teacher may barely used discussion and some student activities from students sides. There also might be little interaction between students and the teacher and few group works in the classroom. The methods to assess and evaluate the language learning outcomes was the form of examination.

13、 The only role of a student was merely a listener. 2.3 Advantages of teacher-centered method: This traditional English teaching -learning method in Chinese classroom as a foreign language focuses on input of knowledge and structures of language itself and grammatical system. Ellis claims that langua

14、ge learners obtain explicit and useful knowledge of language almost beginning with form of language to direct instruction and in the meantime this acquired information can develop the learners awareness of the existence of non -grammatical forms during the process of the learning target language(Ell

15、is,1990). To beginners of English learning or inexperienced learners, it is often necessary to begin by teachers instructing enough fundamental knowledge and making most of the decisions as the foundations of learning. Also learners from the teacher -centered English classroom may cover more topics

16、during the same period and for teachers, they could achieve their objectives efficiently and control the class effectively. 2.4 Shortages of teacher-centered method Learners who exposed in a long listening environment as listeners rather than participants will feel bored, fatigued, tired, undiscipli

17、ned and sleepy. Teacher -centered English learning situations in Chinese classroom also are less tolerant toward the expressed students viewpoints, and it is more restrictive, critical in valuing the behavior and motives of the students. This will constrict the creativity of students and they will l

18、ess bring forth new ideas. Besides, one of the aims for learners to learn another language is for social interaction (Long, 1981). Students need to gain language communicational skills, need to carry out real world tasks and what they do with the language. While teacher -centered English teaching -l

19、earning style may block and less focus on the development of studentsx ability to listening and speaking in English. 3 Elements may be considered during English teaching- learning process in college English classroom 3.1 Some elements considered by educators or linguists Researches show that learnin

20、g a language is a cumulative, spiraling process requiring a great quantity of practice, repeated efficiency gains and uses, interactive actives and meaningful input (Schulz, 1991). Teachers could show a learning progress which belongs to learners and provide a natural, interesting learning condition

21、 or surroundings which learners can get access to choose and to use it (Don Holdaway, 1979). Brian Cambourne suggests some language learning conditions as Immersion,Demonstration,Engagement,Expectation, Responsibility, Use, Approximation, and Response (Cambourne, 1988). 3.2 Considerations between st

22、udents and teachers The procedure of language teaching -learning can be accomplished as a collaborative process between students and 第 7卷第 2期 读与写杂志 2010年 2月 Vol. 7 No.2 Read and Write Periodical February 2010 teacher (Ramirez, J.D, Yuen, S.D, & Ramey, D.R.1991). Quality teaching -learning could need

23、 full cooperation as well as good effort between students and teachers. 3.2.1 Considerations from learners Yalden (1983) argues that learners belong to social being and what learners would be interested in are that if they can use a second language, not that in the way how second - language speakers

24、 gain a second -language system. Consequently, learners needs should be focused on during learning process in classroom. If teachers give students power to choose topics and the contents they are interested, the ways they preferred and activities they enjoy at each lesson, they will be more creative

25、, stimulated and active in learning. They will have more chances to practice or apply their old experiences or input and gain new experience and knowledge meanwhile. They can realize the aims of the learning outcome during thinking and learning more effectively. Learners role in my classroom used to

26、 be that of a negotiator between themselves and their learning process, and the subject of learning. This role interacts with their role of joint -negotiator with their groups and within the classroom procedures and activities which groups undertakes. These learners communicate with each other frequ

27、ently. They actively engaged in negotiating meaning and in trying to make themselves understood, even when their knowledge of the target language is incomplete. 3.2.2 Considerations from teachers In a Chinese classroom of which English as a foreign language, teachers have many roles to fulfill. The

28、teachers instruction processing students learning (Vanpatten, B. and Teresa. 1993) may be highlighted especially in a college classroom.To improve students oral English proficiency, the students need to do most of the speaking, and frequently the scene of a classroom during a communicative exercise

29、should be active. Because the studentsx performance is the goal, the teacher also needs to step back and observe, sometimes they may need to act as a referee and an adviser. I used to be a classroom manager of activities in my classroom. I act as their advisor, answering students questions and monit

30、oring their performance and also I might be a co- communicator engaging in the communicative activity along with students. 3.3 Activities in classroom Teachers need to provide a learning condition to students in a natural learning classroom model such as Demonstration, Participation, Practice/Role P

31、lay, and Performance (Don Holdaway, 1979). Most likely they have an opinion of the topic, and a class discussion could follow in the target language, about their experiences and viewpoints. I often take the form of pair and group work which requiring negotiation and cooperation between learners, of

32、fluency-based activities that encourage learners to develop their confidence, of self-making video, communicating patterns and pictures, discussion session, role-plays, in which students could become language users. In addition, to improve the integrating language skills I take the form of the givin

33、g oral presentations, project work role -plan and simulation. Activities such as Games, problem solving, simulation/ role play, personal responses and group work will be take in the speaking classroom. 4 Conclusion In conclusion, to create an ideal English teaching-learning style in Chinese classroo

34、m, teachers need to consider the role of themselves and students as well as feedback from students and interaction between each other at each teaching stage. The role of teachers and studentsx will change in various learning stages and situation. During learning process, a teacher could research the

35、 best way of teaching-learning after each stage and provide them a real learning -centered based English teachinglearning condition. As teachers, we also need to continuously adjust our teaching methods or strategies in different processes or condition in connection to students needs and learning re

36、ality especial feedback and interaction between each other as well as on reflection of teachers ourselves. Teachers motive students and guide students to become real active learners will be a final goal of English teaching -learning in our classroom. Also, it will benefit learners in the long run an

37、d attain higher levels of ultimate achievements. References ： 1 Anivan, S. Language Teaching Methodology for the Nineties M. Singapore: SEAMEO, 1990. 2 Cambourne, Brian. The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom M.New York: Ashton Scholastic, 1988. 3 College

38、English Curriculum Requirements (for Trial Implementation) M.Beijing: Qinghua University Press. 4 Crystal,D. The Cambridge Encyclopedia of Language M. Cambridge University Press, 1987. 5 Ellis, R. Formal Instruction and Language Learning M. Instructed second Language Acquisition. Basil Blackwell， 19

39、90. 6 Goodman, Kenneth. Whats Whole in Whole Language? M. Portsmouth, NH: Heinemann, 1986. ED 300 111 7 Holdaway, Don. The Foundations of Literacy M.Portsmouth, NH: Heinemann, 1979. ED 263 540 8 Lightbown, P.M. and Spada N. How Languages are Learned (2nd edn.) M. Oxford: Oxford University Press, 199

40、9. 9 Littlewood, W Communicative Language Teaching M. Great Britain: (Cambridge University Press) , 1981. 10 Long, M. H.Language Learning MJ.Mass: Newbury House, 1981 1 lNunan, D. The Learner -centered Curriculum M. Great Britain: Cambridge University Press, 1988. 12 Bailey & D. Nunan (Eds.), Voices

41、 from the classroomM. Cambridge: CUP. 13 Ramirez, J.D, Yuen, S.D, & Ramey, D.R. Longitudinal study of structured English immersion strategy, early -exit and late -exit transitional bilingual education programs for language minority children. Final ReportfJ.Volumes 1 & 2. San Mateo, CA: Aguirre Inter

42、national ,1991. 14 Richards, Jack C, Platt, John., and Platt Heidi. Longman Dictionary of Language Teaching and Applied Linguistics M. Longman, 1992. 15 Roy,Killen. Effective Teaching Strategies: Lesson From Reasearch and Practice (3rd edn) M.Thomson: Social Science Press ,2003. 16 Schulz, R.A. Seco

43、nd Language Acquisition Theories and Teaching Practice: How Do They fit? M. The modern language journal, 1991. 75(1), 17-25. 17 Vanpatten, B. and Teresa. Input processing a second language acquisition: a Role for Instruction M.The Modern Language Journa,1993. 45-57 18 Xinming, H. Methodology in Foreign Language TeachingfM. Peking: Guang Ming ,2004. 20Yalden, J.The Communicative Syllabus: Evolution, Design and ImplementationfM.Great Britain: Pergamon press, 1983. 作者简介：罗凌霞 （ 1977）， 女，湖南永州人，澳大利亚纽卡斯尔 大学 （ University of Newcastle)应用语言学 TESOL方向硕士学 位。长沙师范专科学校外语系英语教育教研室讲师。主要从事英 语教学及英美文学研究。 - 15 -