On Learner-On Learner-centered centered

classroom classroom instructioninstructionProf. He GangProf. He Gang

East China Normal UniversityEast China Normal University

2007-07-312007-07-31

Questions to addressQuestions to address 1] What is the ultimate goal of classroom 1] What is the ultimate goal of classroom

instruction in English language teaching?instruction in English language teaching? 2] What is the proper relationship between 2] What is the proper relationship between

what is taught and how it is taught?what is taught and how it is taught? 3] Why should we focus on the learner? 3] Why should we focus on the learner?

What kind of needs do learners have? What What kind of needs do learners have? What needs could be created or activated? How needs could be created or activated? How could such needs be met through CI?could such needs be met through CI?

4] Instances of how learner-centeredness 4] Instances of how learner-centeredness could be achieved through teaching could be achieved through teaching reading or /and writing?reading or /and writing?

Ultimate Goals of EFL Ultimate Goals of EFL TeachingTeaching

1] The ultimate vs immediate goals of EFL 1] The ultimate vs immediate goals of EFL classroom interaction;classroom interaction;

A. To bring about competent user of English who A. To bring about competent user of English who could a] make or understand utterances that are not could a] make or understand utterances that are not just grammatically right, semantically reasonable, just grammatically right, semantically reasonable, but also situationally appropriate and sufficient to but also situationally appropriate and sufficient to achieve the desired goals of verbal communication; achieve the desired goals of verbal communication; b] to enable a learner to speak, listen, read, write b] to enable a learner to speak, listen, read, write and interpret and/or translate; c] by ways of and interpret and/or translate; c] by ways of enabling them to effectively cooperate with the enabling them to effectively cooperate with the instructor in a variety of forms of teacher-student instructor in a variety of forms of teacher-student task-based interaction;task-based interaction;

B. To educate every individual culturally and B. To educate every individual culturally and socially so that each one will be linguistically socially so that each one will be linguistically equipped with desired qualifications necessary for equipped with desired qualifications necessary for making a successful livingmaking a successful living

The relationshipsThe relationships 1] language in speech:1] language in speech:

a] Oh, eh, well, why, what, hmm, a] Oh, eh, well, why, what, hmm, b] John is a big boy.b] John is a big boy. c] Hurry up, or you’ll be late.c] Hurry up, or you’ll be late. d] You are pulling my leg.d] You are pulling my leg. e] There you go.e] There you go. f] Now I declare the meeting open.f] Now I declare the meeting open. g] Peter, Mary is ill.g] Peter, Mary is ill. h] Mom, I am hungry.h] Mom, I am hungry. i] Tom, do you have five dollars with you?i] Tom, do you have five dollars with you? j] A: China is a great country.j] A: China is a great country. B: That’s true. B: That’s true. 2] What is to be taught and how it is taught2] What is to be taught and how it is taught a] situationally effective utterances;a] situationally effective utterances; b] meaningful and grammatical sentences;b] meaningful and grammatical sentences; c] speech acts;c] speech acts; d] patterns of thinking and speakingd] patterns of thinking and speaking e] conversational routines and structurese] conversational routines and structures e] knowledge of contexte] knowledge of context

Why learner-centered?Why learner-centered? A] Language taught has to be absorbed by A] Language taught has to be absorbed by

the learner through each person’s realization the learner through each person’s realization of what it is and how it functions of what it is and how it functions interpersonallyinterpersonally

B] A competent user is always a self-B] A competent user is always a self-conscious learner who clearly realizes what conscious learner who clearly realizes what he/she needs while learning a language; a he/she needs while learning a language; a competent user is also aware that new needs competent user is also aware that new needs could be born any time or on any occasion;could be born any time or on any occasion;

C] Learner-needs are not just personal C] Learner-needs are not just personal psychological (confidence, encouragement, psychological (confidence, encouragement, success , communication), but socio-cultural; success , communication), but socio-cultural;

Learner-needsLearner-needs

1] motivation: learners need to be 1] motivation: learners need to be highly motivated to the EFL program highly motivated to the EFL program and procedure;and procedure;

2] Interest: a strong bias toward 2] Interest: a strong bias toward something beneficial /absorbingsomething beneficial /absorbing

3] Encouragement through difficulties;3] Encouragement through difficulties; 4] Sense of achievement4] Sense of achievement 5] communicative intention in situated 5] communicative intention in situated

interactions(in and outside class) interactions(in and outside class)

Steps to meet such needsSteps to meet such needs Step One: Facilitating situations for students to Step One: Facilitating situations for students to

communicate with simple and useful English communicate with simple and useful English (words to do things);(words to do things);

Step Two: Gradual and accumulating success;Step Two: Gradual and accumulating success; Step Three: Basing encouragement on previous Step Three: Basing encouragement on previous

success in order to remove psycho-barriers (lack success in order to remove psycho-barriers (lack of confidence, misperception)of confidence, misperception)

Step Four: Develop and strengthen interest in Step Four: Develop and strengthen interest in task-based interactions , designing and fostering task-based interactions , designing and fostering immediate goals (available , attainable) immediate goals (available , attainable) attending to their background knowledgeattending to their background knowledge

Step Five: Getting learners highly motivated to Step Five: Getting learners highly motivated to immediate tasks or goals that are consistent immediate tasks or goals that are consistent with the ultimate goalswith the ultimate goals

ExperiencesExperiences Reading and writing teachingReading and writing teaching A comprehensive view of reading or writing A comprehensive view of reading or writing

means that each is closely related to other means that each is closely related to other skills , and others can function very skills , and others can function very positively towards constructing a creative positively towards constructing a creative and massively participating classroom and massively participating classroom interaction between T and S, or S_S interaction between T and S, or S_S interaction;interaction;

Creativity means a context for encouraging Creativity means a context for encouraging and rewarding creative efforts, never and rewarding creative efforts, never stopping to ponder and enjoy the stopping to ponder and enjoy the satisfactionsatisfaction