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On CLT in College English in Constructivism Perspective

Author: LiangHua
Tutor: ZhangZhiHua
School: West China University
Course: Foreign Linguistics and Applied Linguistics
Keywords: CLT constructivism college English
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 465
Quote: 2
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Abstract


Communicative language teaching approach （CLT） receives universal acknowledgement for its strength in cultivating communicative competence. Because of its flexible adaptation in different situations, CLT has been studied and practiced in China for near 30 years. In the 21st century, the objective of college English is to develop students’ ability to use English in an all-round way so that they can communicate effectively （the department of higher education of the ministry of education, 2004）. To better serve the objective and expand room for CLT in college English, this paper aims at exploring CLT in constructivism perspective.The writer first reviews the birth and development of CLT, discovering most countries have stressed the function, notion and real situations of language but applied the weak version due to language environment limits. Then the analysis of the current situation of CLT application in college English has proved its basic principles and theories haven’t been outdated. Communicative activities are based on student-centeredness and cooperative study, but pure CLT lacks extensive success due to limitations of teachers, teaching and learning. To solve its theoretical and practical problems, CLT needs help from other theories. The writer believes that constructivism complements it in learning philosophy and language system in the situation of EFL （English is taught as a foreign language） by conforming to Chinese students’ cognitive process and rules. So the writer suggests that in constructivism perspective we should make efforts in three aspects of positive transfer of mother tongue, balance between meaning and form, and cultures to make the best use of CLT. Under the guidance, CLT can meet students’ needs to use their mother tongue in English learning, stress accuracy and fluency in language output to guarantee English systematic development, and carry out cultural teaching at knowledge level and understanding level, combining social features of the language and the participants’ cognitive psychology.With the theory above in mind, the writer puts forward a new concept—applying CLT in college English in constructivism perspective. It can help explore the space of CLT practice from resources, situations, tasks and strategies. First, to support meaning construction and knowledge preparation, teachers should combine multi-media resource with written one to guarantee systematic and creative learning, suggest net resource to promote teacher-student exchange and expand teaching case study to improve teaching efficiency. Second, teachers should focus on construction of psychological situation based on the well use of physical situation, merging students’ knowledge, ability and personality development. Third, tasks should integrate with situations as a whole and the tasks of various difficulties should be adopted for students’ benefit at various stages. Fourth, considering gender and motive influences, teachers should combine direct and indirect construction to enable students to handle problems in their learning and application with specific strategies flexibly.To test the feasibility of the new concept, the writer conducted a 3-term teaching comparison experiment between two classes of non-English majors of Grade 2006 in Xihua University. An independent T-test analysis of English entrance exam and general requirements in English study questionnaire showed these two classes had similar background information and language proficiency before the experiment. Then the experiment group was taught under CLT in constructivism perspective. The control group was taught under pure CLT. After the experiment another independent T-test analysis was done about the data from four tests and the second questionnaire. The result showed the experiment group was significantly better than the control group in academic study. And there was significant difference between the experiment group and the control group in cooperative learning, intercultural communication and learning strategies while some parts in autonomous learning ability and language ability. Based on the study, it can be seen that CLT in constructivism perspective fits for college English requirements, promotes students’ all-round ability of English to some extent and can be used for reference and further popularized.The thesis comprises six parts. Chapter one: introduction. Chapter two: scan of CLT and its application in college English. Chapter three: CLT viewed by constructivism. Chapter four: CLT in college English in constructivism. Chapter five: empirical study. Chapter six: conclusion.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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