Centralization And Decentralization In College English Teaching Classroom

Centralization and decentralization is an important topic with a long history in management science, which has undertaken a rich repertoire of theoretical and empirical studies. Consequentially these studies have provided hints into the solution of many managerial problems. Likewise, they can be applied into our foreign language-teaching classroom. Foreign language teaching in our country is a comparatively new area Although we have made great achievements in this field with the collaborative efforts of many foreign language workers, a considerable number of theories are direct imports from the West which are too general and fragmentary to be of much practicability. The status quo and newly arising problems in foreign language teaching all indicate the necessity and urgency of the establishment of a systematic, scientific and society adaptive foreign language teaching theory. The writer, after a careful consideration and induction of classroom teaching behavior, concludes that many of the current problems in foreign language teaching originate from an inappropriate use of centralization and decentralization. Specifically speaking, it is embodied in the following aspects: first, the object and target of centralization is improper, i.e. centralization allocates an excessive time proportion to explaining language points. Hence, there exists a serious waste of class time and a lacking of class efficiency in current college English teaching classroom; secondly, the time allotment of centralization and decentralization is improper. A much larger proportion is given to centralization instead of decentralization. This results in a lack of learner autonomy and opportunities for learners; thirdly, the application of decentralization is unscientific. Because some teachers are devoid of basic knowledge in decentralization, it fails to amount to its due effect quite often. In response to this situation, the writer in this dissertation makes tentative attempts to put forward a comparatively systematic solution to current problems in college English teaching by integrating related theoretical and practice fruits in management science, psychology, neuroscience and English teaching methodology. This dissertation consists of four chapters. In chapter one, the writer gives a brief introduction of the fundamentals of centralization and decentralization in relation to classroom teaching such as their definitions, advantages and disadvantages, best-applied fields, etc. Chapter two is the keynote of this dissertation, which presents a detailed account of the application of centralization and decentralization in college English teaching classroom. It begins with a survey of the status quo of college English teaching so as to indicate the necessity and urgency of teaching reform, and then introduces some basic theories about learning and learner motivation. After this, the dissertation comes to one of the two major coverings, namely, the application of centralization in classroom. Within this section, the goal of centralization, ways to realize this goal, and specific application of centralization in the process and content of a lesson are discussed minutely. And then the dissertation turns to the other major covering---the application of decentralization in classroom. This section mainly discusses the reasons, content, methods and the management control of decentralization. Chapter three following the above two chapters is the assessment of the result of applying centralization and decentralization in college English teaching classroom including a brief introduction of some assessment theories and expected assessment outcomes. Chapter four is conclusion. In this section, the writer puts forward a college English teaching model for reference on the ground of the theories, skills mentioned in this dissertation and the writer's own teaching experience. At last, the writer points out some limits of this dissertation and advocates that English teaching should take bold steps in borrowing scientific theories from other fields so as to...