Study Of Learner-centred Teaching Mode In College English Teaching Of Non-English Majors

When the discussion of teaching mode becomes more and more significant, the comparison between learner-centred teaching mode and teacher-centred teaching mode comes along.Some believe that teacher-centred teaching mode can be more suitable for the Chinese education system while some hold the learner-centred teaching mode can definitely do more than that which is not just adapting to the education system but the real needs of language development.In the actual classroom,the teachers organize classes in different ways,making their own teaching modes have some specific characteristics.What are these characteristics? Can the learner-centred teaching classroom offer a better circumstance for the students? Is the learner-centred teaching mode more efficient than the teacher-centred teaching mode? For answering these questions,some investigation and testes are needed to prove that.This research was carried out through two different research methods:naturalistic inquiry and experimental study.In the naturalistic inquiry,it adopted the investigation and questionnaires to deal with two research questions,which are 1) Can the learner-centred teaching mode really offer a better circumstance of language learning for the students? 2) What characteristics of classroom interaction does the class with the learner-centred teaching mode have? In the process of investigation,the recorders were used.Then all recording materials were transcribed into literal words for the further analysis.And the investigation mainly contained the time of discourse of teachers and students;the types of students'answers;the times of interaction modifications;types of teachers' questions; different teachers' feedback.Through the observation of all these elements,a brief understanding of classroom interaction was exhibited.For the final research question,it was used the experimental study to answer.This experiment consisted of three general parts:pre-test,method and post-test.In the experiment group,the students were taught with the learner-centred teaching method.That meant the students got enough time to practice the target language and communicative abilities.And the contents of text were taught with various teaching tools like sound tracks;videos;flashes and pictures,etc.Even the times of students' presentations were increased while the students in control group were taught with the traditional way which meant teachers said much in the class such as explanations of word using,text analysis,difficult sentences and so on.After one-semester experiment,students in two groups took the post-test.For the naturalistic inquiry,all teachers the researcher investigated kept the traditional teaching method.The atmosphere of classroom was relatively dull,and the students were not really attracted by the classes.The teachers kept explaining the required contents of a unit,some students took the notes but most of them did not.Both teachers and students could not be passionate.In the experiment study,the control group also showed some similarities like the situations in the naturalistic inquiry while the students in the experiment group paid more attention on the classroom activities.More students would like answer the questions,and even volunteering answers were much more.After the post-test,the results also proved that the learner-centred teaching mode was more efficient than the teacher-centred teaching mode.That because the former way could turn these passive learners into active ones,and both teachers and students realized their roles were changing,making the efforts to adapt to it.This research may present some suggestion for the further language teaching.In the learner-centred teaching classroom,besides those different teaching tools,the teachers should also notice the significance of culture in the language.And they have to realize that the strategy-based learning;the task-based learning;the multimedia technology are all essential in the learner-centred classroom.