A Study Of The Misleading Conceptions And Practices In Learner-centered English Teaching For Senior Students In The Context Of Chinese Education System

The thesis attempts to probe into some misconceptions and mistaken practices in student-centered teaching in senior high schools. Currently, the "student-centered" approach shows a very strong tendency to dominate the school teaching behavior. With the wide spread of this method, the student-centered teaching model seems to become a great necessity. But is it the best method in the ELT profession in China? In order to propose a feasible model of student-centered English teaching, the thesis begins with a detailed literature review of the theories on learner autonomy and the various learning styles, related to the issue under discussion. During the research, the author finds that too much attention has been paid to class activities at the expense of the learning dynamics of each individual learner, thus leading to the failure of language teaching per se. In this thesis, the author suggests that schools and teachers should consider the various learning styles of learners and the College Entrance Exam (CEE) system instead of just copying the "student-centered" method. The thesis reaches the conclusion that the application of the learner-centered approach should be applied with careful method selection, strict control and skillful management in the context of middle school teaching under the Chinese education system.