Student-Empowerment-in-the-English-Classroom-Teaching-精选文档

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In the long run, it aims at developing a supportive and positive classroom environment in helping students to learn and use English in a more active and realistic way. 1 Introduction Most of the schools in China are generally managed in a traditional way. Teachers have the absolute power to choose learning materials, design curriculum, set objectives, decide on the pace of the learning process and establish standards. Under such kind of “boss management” environment, students always behave passively and their progress in English learning is rather slow. 2 Literature review Nunan put forward the learner-centered curriculum model in 1986. “The learner-centered curriculum model stresses the collaborative effort between teachers and learners. The learners are closely involved in the decision-making process regarding the curriculum content, objectives and decision about how the content should be dealt with. The consultative process and negotiation are key features of the curriculum development.” Based on this model, students should be empowered to take part in such activities as learning material selection, curriculum design and learning objective setting. 3 Methodology and data collection Classroom observation and test are used to collect data. Data analyses are both quantitative and qualitative. Subjects involved are 100 sophomores majoring in Chemistry. They are divided into two groups with 50 students in each group. Two groups use the same textbook“New Horizon English”, the same teaching time, the same pace of teaching and take part in the Band 4 examination after one academic year. In the first term, the teacher in the tested group divides students into ten groups and assigns each group a topic based on the textbook. Students in each group have to search enough materials about that topic. In class, the teacher adopts the ask-answer approach. Students are required to use English as a communication mode. In the second term, students in the tested group take part in collaborative teaching. Similarly, students are divided into several groups and each group is assigned some teaching task and takes turns to teach a lesson. In this way, students play the role of both a student and a teacher. The teacher just plays the role of a supervisor. Besides, the teacher organizes some kind of competitions and debates regularly. Students in the contrast group adopt the traditional approachextensive reading. This approach is a cramming method of teaching. Students just sit there listening to the teacher passively. After one academic year, both the tested group and the contrast group take part in the Band 4 examination at the beginning of the third term. 4 Analyses and results Through class observation, we find that students in the tested group become more active and more assertive in class. Every student tries to answer the teachers questions and share their materials with classmates. Even the introverted one begins to open his mouth to say something. They pay much more attention to what the teacher and their fellow classmate say, especially when they make some grammatical or semantic mistakes. The Band 4 passing rate of the tested group is 90%, with 45 students passed and 5 failed. The passing rate of the contrast group is 72%, with 36 students passed and 14 failed. The average score of the tested group is 489 compared to 438 of the contrast group. The excellent rate of the tested group is 8% compared to 2% of the contrast group. The passing rate, excellent rate and average score of the tested group are higher than those of the contrast group. 5 Conclusion Under the student empowerment class, student input is strongly encouraged and highly valued. They enjoyed class activities and always try to find ways to improve their English. In addition to an increase in their interest in English learning, their examination results are also improved to some extent. When students are empowered in one way or another, they will be more motivated, study harder and strive for better performance. In the process of changing toward the quality-oriented teaching, the student empowerment is really useful and accessible. If the student empowerment approach is widely adopted, it may bring about educational change. References: 1Gui Shichun. Psycholinguistics M. Shanghai Foreign Language Press: Shanghai, 1984. 2H. D. Brown. Principles of Language Learning and Teaching M. Foreign Language Teaching and Research Press: Beijing, 2002. 3Jean Aitchison. The Articulate Mammal: An Introduction to Psycholinguistics M. Foreign Language Teaching and Research Press: Beijing, 2000. 4Nunan, D. The Learner-Centered Curriculum M. 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