On The Implementation Of Learner-centered Approach In Oral English Class For Non-English Majors

College English teaching has witnessed great changes in the past two decades; but oral English teaching for the non-English majors still remains weak, which is partly due to the traditional concept of teaching, partly due to the practical conditions. When more and more people start to turn their eyes on the students' communicative competence, educators must try to explore some effective ways to organize oral English classes for non-English majors.In the recent years, learner-centered approach has become one of the most popular approaches in foreign language teaching. "Learner-centeredness" has been developed from constructivism and humanism, which turn the attention from teaching to learning to cultivate the learner's potentiality in learning new things. When implementing learner-centered approach in oral English class, the teacher is no longer the provider of knowledge, but a participant, organizer, guide and monitor. It doesn't mean the teacher's role is devalued; in fact, the teacher will face even more challenges since he/she has to face a lot of unexpected situations.The author of this essay probed into many influential factors in her implementation of learner-centered approach in her oral English class and tried to explore solutions to the problems appearing in the teaching process. In practice, the students gradually accepted learner-centeredness through their own participation and cooperation, and realized learning "how to do" is more important than just knowing "what to do". This new approach helped most students change their learning habits and become more active in Englishlearning. They have not only improved their oral English but also built up confidence in practicing their oral English.The essay first introduces the philosophical background of "learner-centered" approach: constructivism and humanism, and analyzes how the two theories have influenced education. Secondly, through analysis of social needs and students' needs of communicative competence, the author comes to the conclusion that it is necessary and feasible to implement learner-centered approach in oral English class for non-English majors. Thirdly, the author presents the factors that influence oral English teaching and discusses how to put learner-centeredness into practice. When organizing classroom teaching, teachers are expected to attach more importance to speaking strategy training in order to make the students involve themselves more actively in the classroom activities. In addition, the author discusses teacher's role in a learner-centered oral English class. The last part is feedback on learner-centered oral English class. Questionnaire survey, interviews and classroom observation have all proved the implementation of learner-centered approach in oral English teaching for non-English majors successful and encouraging.