Proficiency in Foreign Language
Language is a tool to communicate. With the pace of globalization, English becomes more and more popular and becomes a world language. As long as students master English, they can dialogue with people from other countries on the world stage and learn advanced experiences from other countries. Most Chinese students learn English from the first grade at elementary school. Some of parents send their children to learn English at their earlier age. However, I found that based on the test-centered system, students are poor at communication. Therefore, I advocate the approach of Communicative Language Teaching (CLT) to teach students. It mentions that “meaning is of primary importance in CLT, and contextualization is a basic principle” (Hadley, 2001, p. 116). Learners are encouraged to communicate in an authentic context from the beginning of instruction. Also, according to cognitive theory, Hadley (2001) cited McLaughlin (1990) that “cognitive theory, as opposed to behaviorist theory, views the learners as one who acts, constructs, and plans rather than simply receives stimuli from the environment” (Hadley, 2001, p. 65). Based on the cognitive theory, meaningful learning is advocated. It suggests that what one already knows can be easily integrated into one’s existing cognitive structure.
Reference:
Hadley, A. O. (2001). Teaching language in context. Boston: Heinle.
McLaughlin, B. (1990). Restructuring. Applied Linguistics 11, ii (1990): 113-28.
I also did a TED Talk about Communicative Language Learning at Dr. Spires' class. Here's the Ted talk.
Language is a tool to communicate. With the pace of globalization, English becomes more and more popular and becomes a world language. As long as students master English, they can dialogue with people from other countries on the world stage and learn advanced experiences from other countries. Most Chinese students learn English from the first grade at elementary school. Some of parents send their children to learn English at their earlier age. However, I found that based on the test-centered system, students are poor at communication. Therefore, I advocate the approach of Communicative Language Teaching (CLT) to teach students. It mentions that “meaning is of primary importance in CLT, and contextualization is a basic principle” (Hadley, 2001, p. 116). Learners are encouraged to communicate in an authentic context from the beginning of instruction. Also, according to cognitive theory, Hadley (2001) cited McLaughlin (1990) that “cognitive theory, as opposed to behaviorist theory, views the learners as one who acts, constructs, and plans rather than simply receives stimuli from the environment” (Hadley, 2001, p. 65). Based on the cognitive theory, meaningful learning is advocated. It suggests that what one already knows can be easily integrated into one’s existing cognitive structure.
Reference:
Hadley, A. O. (2001). Teaching language in context. Boston: Heinle.
McLaughlin, B. (1990). Restructuring. Applied Linguistics 11, ii (1990): 113-28.
I also did a TED Talk about Communicative Language Learning at Dr. Spires' class. Here's the Ted talk.
My Strategies:
I believe that students learn English in order to communicate instead of passing various exams. So I will dedicate myself to cultivating my students to become active English users. In order to make sure English learning occurs in a meaningful context, I will try to make my class become an immersed class. I will speak English throughout the whole class so that I can develop students’ listening and speaking skills. I use CLT to teach my student in an authentic context. I will present various authentic materials and design some classroom activities, such as group discussions, role plays, idea sharing activities, and social interaction activities to make students engage in language communication in a context.
Besides, I will insist on creating a student-centered class and safe and joyful class environment so that students can feel comfortable and willing to express their own ideas. After they share their ideas or answer the questions, I should give them a positive feedback and encouragement to make them confident in learning English. I believe that students can develop their great potential in such an environment.
Based on the cognitive theory, meaningful learning is advocated. It suggests that what one already knows can be easily integrated into one’s existing cognitive structure. When I present new materials, I provide “advance organizers” to help the learning and retention of new materials. I will use pictures, titles, topic summaries, preposed questions to help students enhance language comprehension process. I will also use schema theory to bridge the gap between what students have already known and what they need to know throughout the class.
I believe that students learn English in order to communicate instead of passing various exams. So I will dedicate myself to cultivating my students to become active English users. In order to make sure English learning occurs in a meaningful context, I will try to make my class become an immersed class. I will speak English throughout the whole class so that I can develop students’ listening and speaking skills. I use CLT to teach my student in an authentic context. I will present various authentic materials and design some classroom activities, such as group discussions, role plays, idea sharing activities, and social interaction activities to make students engage in language communication in a context.
Besides, I will insist on creating a student-centered class and safe and joyful class environment so that students can feel comfortable and willing to express their own ideas. After they share their ideas or answer the questions, I should give them a positive feedback and encouragement to make them confident in learning English. I believe that students can develop their great potential in such an environment.
Based on the cognitive theory, meaningful learning is advocated. It suggests that what one already knows can be easily integrated into one’s existing cognitive structure. When I present new materials, I provide “advance organizers” to help the learning and retention of new materials. I will use pictures, titles, topic summaries, preposed questions to help students enhance language comprehension process. I will also use schema theory to bridge the gap between what students have already known and what they need to know throughout the class.