A Research In Designing Instructional Delivery Strategies Based On The Learning Theory Of Constructivism

Under the background of present Chinese English curriculum reform, teachers pay more and more attention to teaching effects and students’ learning effects, and try to explore the methods in order to improve teaching efficacy in practice. The inefficiency of information delivery is an important factor at present in China. Therefore, the writer investigates English instructional delivery strategies based on constructivism to explore theoretical support and practical guidance for the improvement of teaching efficacy for English teachers in China.This thesis aims to give some practical English instructional delivery strategies based on the learning theory of constructivism, communication theory, second language acquisition theory and instructional design for teachers. These strategies were applied in three classes of a junior high school in Chengdu to test their efficacy. Finally, some suggestions are offered on English instructional delivery strategies.This thesis is divided into six chapters.The first chapter illustrates the purpose and significance of this research.Chapter two summarizes previous theory relating to instructional delivery strategies for English as a Foreign Language and gives comments on the content of those theories.In Chapter three, principles and modes for English instructional delivery strategies’ design are put forward corresponding to different knowledge, language skills and different learning styles students.Chapter four presents the teaching experiments in affiliated high school attached to Sichuan Normal University, studying how the above instructional delivery strategies can be beneficial to English classroom teaching.Chapter five gives some suggestions for practicing English instructional delivery strategies.Chapter six summarizes the conclusions and limitations of this thesis.It is undeniable that the research itself is far from being perfect. Therefore, in the context of teaching English as a foreign language, it is necessary for us, as well as our colleagues, to conduct further advanced and systematic research, especially with regard to the practical application of these constructive ideas to make English teaching and learning more effective.