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Learner-Based Teaching in ELT Class

Extracts from this document...

Introduction

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 Learner-Based Teaching in ELT Class Abstract The 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 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 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 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' 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 trust 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. Learner-Based Teaching in ELT Class Thesis Statement Through the linguistic theories and the current situation, one can see that leaner-based teaching should be adopted widely in English Language Teaching class. ...read more.

Middle

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 students 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 writing; 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 Context One of the persuasive examples showing 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 child's learning. It can't be denied that children are good rote learners since they make good use of meaningless repetition and mimicking after their parents or other people around them. But children's 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 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 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 mind, but they don't know how to put them into practice when they encounter problems in real situation. ...read more.

Conclusion

At the same time, the drill is useful for learners whose native language works in this way such as: -You don't like swimming. - Yes, I don't. (Chinese learners at the beginning stage would easily make such a mistake.) Then, I introduce another activity, its name "The Merry Alphabet". This activity aims at expanding vocabulary through: (1). Learning new words from other learners. (2). Activating the individual's passive vocabulary. (3). Looking up specific words in bilingual dictionaries. (4). Learning from the teacher (but only those words that learners specifically ask for). Steps: 1). In pairs or groups of three, learners write the English alphabet in a column in block capitals, Letter A and Letter B. 2). Then they write one or more sentences with the first word beginning with the letter A, the second with the letter B and so on. 3). One pair writes their sentences on the blackboard. 4). The other learners ask the writers questions to clarify ambiguities or to expand the story: "How big was the beast?" 5). The writers improvise the answers. Language practice is doubled in learner-based Teaching because learners are involved in preparing as well as using the practice materials. They are clearly interested in how others will use what they have prepared (Liu Gailin and Zhang Weiguo, 2005). V. Conclusion In this paper, I have discussed the traditional pedagogy and its disadvantages, and introduce a new educational teaching-Leaner-based Teaching, also the subject of ELT class management. "Learner-based Teaching" can develop students' learning ability. It's a good way to give a new lesson. Students take part in various activities. This is also an effective way of developing students' learning ability. So we teachers should provide more opportunities for students to learn. I have experimented with a new teaching method "Learner-based Teaching" in my English teaching as a tutor. By using "Learner-based Teaching" in my teaching, my students' learning ability is developing quickly. My students have made great progress and got a good result. I am firm in my conviction I will develop students learning abilities and I can make great achievements in my teaching. ...read more.

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