A Research On Application Of "Learning Organization" Theory To College English Teaching

The quality of English teaching is closely related to the classroom teaching method, the students'active participation in teaching, the classroom atmosphere, etc. The reform to English teaching in China has been called for a long time. However, according to a survey undertaken by the writer in seven universities and colleges in Nanjing, the present college English classroom for non-English majors is still somewhat"teacher-centered". The teachers'prelection dominates the class and there is little active participation from the students. Due to the lack of interaction between the teacher and the students, the classroom atmosphere becomes dull and depressing. Under such conditions, the students'learning interest dilutes and they become over dependent on the teacher, let alone autonomous learning, which is harmful to the mastery of English in the long run.The"learning organization"theory has emerged in the domain of management in recent years. It was originally applied to enterprises and corporations to enhance management efficiency and to amend organizational structures. By developing learning atmosphere throughout the organization and bringing every member's active participation into full play, people can establish an organization with sustainable learning abilities to achieve the synergistic effect, which is far greater than the sum of the individuals'work. Since a class is a small organization to some extent, it is possible to introduce the"learning organization"theory into college English classroom teaching context, so as to activate the classroom atmosphere, develop the students'autonomous learning and make the English teaching more efficient.Based on the problems identified by the survey, with a review of basic learning concepts and the mainstream"learning organization"theories, this thesis constructs an approach by applying the theories, with an intention to establish"learning class"in college English teaching, in order to find solutions to the identified problems. The approach was applied in actual teaching to find out whether it is feasible and effective. The teaching experiment lasted for a semester. The data of both experimental class and control class were obtained and analyzed at the quantitative and qualitative level. The results reveal greater progress in English achievement and better development toward learner autonomy in the experimental class compared with the control class. The atmosphere in the experimental class has also been improved to be active and harmonious. The findings offer the evidence that the application of"learning organization"theory into college English teaching is effective. The approach can help the students to cultivate their autonomous learning habits and abilities, motivate their interest toward English learning, activate the classroom atmosphere and enhance the teaching quality. The writer hopes that this thesis can lead to more effective and innovative English teaching approaches in the future.