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Theory of Service Learning and Its Application to TEFL in China-A Pilot Study

Author: ChenJiaMing
Tutor: YangRuoDong
School: Beijing Jiaotong University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Service Learning TEFL English Education Empirical research
CLC: G642.0
Type: Master's thesis
Year: 2009
Downloads: 132
Quote: 1
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Abstract

Service learning first emerged in the late 1960s, the United States, in an open learning the comprehensive World curriculum reform trend. Its core is the knowledge to enable students to learn from their own experience, to reflect on the knowledge, while helping students to grow into a sense of responsibility in the process of social concern and caring by organizing students to participate in a variety of real service activities, and the ability to serve the people of the community. Since the 1990s, the service-learning in the United States as a massive education reform movement. Service learning can serve the needs of organizational forms and diverse, varying scale and content of different learning project, has many advantages such as flexibility, practicality, effectiveness, it has been advocate of national education. The United States, Canada, Japan, Singapore, China's Taiwan, Hong Kong and many other countries and regions are in varying degrees to the implementation of service learning programs, in recent years, the continent region's colleges and universities also began to introduce such a learning mode. In China, the current EFL education and socio-economic and technological development needs often considered to have a certain degree of disconnect. An English course for many years, students are helpless in the face of practical problems, learning from the reality of the situation is common. Learn from the U.S. experience in service learning is conducive to China's ESL education reform and curriculum design. From the theoretical and empirical aspects of service learning and China TEFL educational combines the possibilities and potential. First, an overview of several concepts of service learning, combing the history of its development, and research services at home and abroad to learn foreign language education literature summarized; Second, the comparison service learning goals and ESL education target, by analyzing students English learning needs survey results, description of service-learning mode to meet the the domestic college English education goals and the needs of students; affective filter hypothesis explain Krashen, Swain and Lapkin understandable output of assumptions practical educational philosophy of John Dewey, Gardner comprehensive motivation and instrumental motivation distinction between theory and Lambert Second Language Acquisition, in turn prove the theoretical feasibility of the use of foreign language education service learning. Finally, according to the more mature U.S. service-learning mode and evaluation, reflection systems, design teaching experiments to validate the feasibility of this approach in the Chinese University TEFL education. The theoretical and experimental results show that service learning can stimulate lasting motivation in learning a foreign language, two-way interactive knowledge acquisition and skills training, the main language learners will be established in the service satisfaction and dissatisfaction learning. Compared with traditional classroom-based language learning mode, the integration of academic learning and practice better facilitate students' learning from passive acceptance to active seek suspect change, and this is effectively required to learn a foreign language.

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