Abstract

In recent years, both domestic and foreign educators advocated to use “learner –centered” approach. Along with the shift of the focus in English language learning from “how to teach” to “how to learn”, the study on language learners has been deepened and developed step by step. The ultimate goal of education is to develop independent learners. Therefore, any successful education must take full account of the personality traits of the learners. The final result of learning is determined by the learner. Based on the analysis of the current college English learning status quo and the actual situation of college English teaching, this paper expounds the objective needs of implementing “learner-centered” instruction from the perspective of students. Besides, it points out the practical difficulties in the implementation, and systematically summarizes the existing obstacles. Finally some suggestions were brought up.

This paper can be divided into the following five chapters: Chapter I explains the study’s background. The realistic background of “learner-centered” instruction is negative effect of traditional English Language Teaching (ELT).The current college English teaching in China can be characterized as teacher-centered and examination-oriented. Students are not autonomous and teaching has some weaknesses including low-efficiency. Since the 1970s, with the gradual introduction of “learner-centered” educational concept, a series of changes have taken place in teaching methods and teaching management. It brought very promising shifts in English education in China. Chapter II explores historical origins and theoretical connotation of the “learner-centered” English education, such as Socrates’ intellectual midwifery, Dewey’s “children-centered” theory and Rogers’ humanistic education. Then the definition of “learner-centered” instruction is discussed. Finally, the author reviews the practical problems that have emerged in the "learner-centered" English teaching. Chapter III introduces the methodology of the study. To conduct the research, first of all, the college English teachers are to be interviewed. Then, a questionnaire, named “The Questionnaire on the College Students' Understanding and Opinion on Learner-centered English Instruction”, is designed and delivered. The sample for the study mainly included the students who were studying in college. In April 2017, 200 questionnaires were handed out. The total number of the valid questionnaires is 152. Chapter IV analyzes the collected survey data and discusses the answers to the questions. Firstly, the results showed that most students passively participated in the classroom activities and most of them were dissatisfied with the current teaching mode, for the actual effect is inconsistent with their expectations. They hope that college English teaching could adopt some new teaching methods and models to improve their language ability and communicative competence. Besides, the students hope to be involved in decision-making process of learning, what to learn, how to learn and how to evaluate. However, most students are passive learners, lack self-awareness, and seriously depend on teachers. From the student's point of view, they considered the “learner-centered” approach as a formalism that caters to student interest. There is a large part of the resistance of curriculum innovation from learners themselves. Secondly, the age and character of teacher determines that the teacher's needs differ from his students. To some extent, such differences hamper the effectiveness of the teaching approach. Chapter V, based on the above literature research and investigation, systematically sums up the factors that hinder the “learner-centered” instruction. It draws conclusions of the study, and giving prospects for future research. Finally, due to the limited personal ability of the researcher, there are some limitations in the design and implementation of the research: for example, the sampling range is narrow; the research content only involves the teacher and student level but not related to the teaching management level. However, the research results have systematically summed up the factors that hinder the “learner-centered” instruction and have some referential significance to improve the quality of English teaching. It is hoped that the future research will benefit from it.

Key words: Learner-Centered Instruction； English Curriculum Innovation,；Hindering Factors

Contents

摘要

Abstract

I. Introduction-1

A. Research Background-1

1. Features of Traditional ELT in China and Their Negative Effects-1

2. The Necessity of Switching to “Learner-Centered” English Teaching-1

B. Significance of the Study-2

II. Literature Review-4

A. The Theoretical Origins of Learner-Centered Instruction-4

1. Etymological Analysis-4

2. Socrates’ Intellectual Midwifery-4

3. The Concept of Naturalism Education-4

4. The Educational Concept of Progressivism-5

5. Humanistic Education-6

B. The Definition of Learner-Centered Instruction-7

C. The Implication of “Learner-Centered” Instruction-7

III. Methodology-9

A．Research Questions-9

B．Research Design-9

1.Participants-9

2.Instruments-9

3.The Design of the Questionnaire-10

4.The Design of the Interview-12

5.Data Collection-12

IV. Results and Discussion-13

A.Detailed Data Analysis-13

1.Analysis of Part I-13

2.Analysis of Part II-13

B.Discussion of the Results-24

1.Answers to the Survey questions-24

2.Discussion-26

V. Conclusion-28

A. Major Findings-28

1.China’s Educational Background-28

2.Barriers from the Learning Perspective-28

3.Barriers from the Teaching Perspective-28

B. Suggestions-29

C.Limitation-29

Bibliography-31

Appendices-33

Appendix I-33

Appendix II-37

Acknowledgements-39