Student-Empowerment-in-the-English-Classroom-Teach

StudentEmpowermentintheEnglishClassroomTeaching:ThestudyexplorestherelationshipbetweenstudentempowermentandtheirBand4results.ThepurposeistofindwhetherthereisapositivecorrelationbetweenstudentempowermentapproachandtheircommandofEnglish.Inthelongrun,itaimsatdevelopingasupportiveandpositiveclassroomenvironmentinhelpingstudentstolearnanduseEnglishinamoreactiveandrealisticway.1IntroductionMostoftheschoolsinChinaaregenerallymanagedinatraditionalway.Teachershavetheabsolutepowertochooselearningmaterials,designcurriculum,setobjectives,decideonthepaceofthelearningprocessandestablishstandards.Undersuchkindof“bossmanagement”environment,studentsalwaysbehavepassivelyandtheirprogressinEnglishlearningisratherslow.2LiteraturereviewNunanputforwardthelearner-centeredcurriculummodelin1986.“Thelearner-centeredcurriculummodelstressesthecollaborativeeffortbetweenteachersandlearners.Thelearnersarecloselyinvolvedinthedecision-makingprocessregardingthecurriculumcontent,objectivesanddecisionabouthowthecontentshouldbedealtwith.Theconsultativeprocessandnegotiationarekeyfeaturesofthecurriculumdevelopment.”Basedonthismodel,studentsshouldbeempoweredtotakepartinsuchactivitiesaslearningmaterialselection,curriculumdesignandlearningobjectivesetting.3MethodologyanddatacollectionClassroomobservationandtestareusedtocollectdata.Dataanalysesarebothquantitativeandqualitative.Subjectsinvolvedare100sophomoresmajoringinChemistry.Theyaredividedintotwogroupswith50studentsineachgroup.Twogroupsusethesametextbook―“NewHorizonEnglish”,thesameteachingtime,thesamepaceofteachingandtakepartintheBand4examinationafteroneacademicyear.Inthefirstterm,theteacherinthetestedgroupdividesstudentsintotengroupsandassignseachgroupatopicbasedonthetextbook.Studentsineachgrouphavetosearchenoughmaterialsaboutthattopic.Inclass,theteacheradoptstheask-answerapproach.StudentsarerequiredtouseEnglishasacommunicationmode.Inthesecondterm,studentsinthetestedgrouptakepartincollaborativeteaching.Similarly,studentsaredividedintoseveralgroupsandeachgroupisassignedsometeachingtaskandtakesturnstoteachalesson.Inthisway,studentsplaytheroleofbothastudentandateacher.Theteacherjustplaystheroleofasupervisor.Besides,theteacherorganizessomekindofcompetitionsanddebatesregularly.Studentsinthecontrastgroupadoptthetraditionalapproach―extensivereading.Thisapproachisacrammingmethodofteaching.Studentsjustsittherelisteningtotheteacherpassively.Afteroneacademicyear,boththetestedgroupandthecontrastgrouptakepartintheBand4examinationatthebeginningofthethirdterm.4AnalysesandresultsThroughclassobservation,wefindthatstudentsinthetestedgroupbecomemoreactiveandmoreassertiveinclass.Everystudenttriestoanswertheteacher’squestionsandsharetheirmaterialswithclassmates.Eventheintrovertedonebeginstoopenhismouthtosaysomething.Theypaymuchmoreattentiontowhattheteacherandtheirfellowclassmatesay,especiallywhentheymakesomegrammaticalorsemanticmistakes.TheBand4passingrateofthetestedgroupis90%,with45studentspassedand5failed.Thepassingrateofthecontrastgroupis72%,with36studentspassedand14failed.Theaveragescoreofthetestedgroupis489comparedto438ofthecontrastgroup.Theexcellentrateofthetestedgroupis8%comparedto2%ofthecontrastgroup.Thepassingrate,excellentrateandaveragescoreofthetestedgrouparehigherthanthoseofthecontrastgroup.5ConclusionUnderthestudentempowermentclass,studentinputisstronglyencouragedandhighlyvalued.TheyenjoyedclassactivitiesandalwaystrytofindwaystoimprovetheirEnglish.InadditiontoanincreaseintheirinterestinEnglishlearning,theirexaminationresultsarealsoimprovedtosomeextent.Whenstudentsareempoweredinonewayoranother,theywillbemoremotivated,studyharderandstriveforbetterperformance.Intheprocessofchangingtowardthequality-orientedteaching,thestudentempowermentisreallyusefulandaccessible.Ifthestudentempowermentapproachiswidelyadopted,itmaybringabouteducationalchange.References:[1]GuiShichun.Psycholinguistics[M].ShanghaiForeignLanguagePress:Shanghai,1984.[2]H.D.Brown.PrinciplesofLanguageLearningandTeaching[M].ForeignLanguageTeachingandResearchPress:Beijing,2002.[3]JeanAitchison.TheArticulateMammal:AnIntroductiontoPsycholinguistics[M].ForeignLanguageTeachingandResearchPress:Beijing,2000.[4]Nunan,D.TheLearner-CenteredCurriculum[M].CambridgeUniversityPress:Cambridge,1986.:ThestudyexplorestherelationshipbetweenstudentempowermentandtheirBand4results.Thepurposeistofindwhetherthereisapositivecorrelationbetweenstudentempowerm笋诅墟痞篱臆虽碧牟粳丁虑不伯未茁锌姜邱馆裳张砧冰阵隔欢沁控桃巳坏挝新盔虞浙幂博镁公阁转池袜听点侄稿人粥啤子罩矽燃辞蛔溉皋慷茹铬亩透览拢局糯由兑鸯采忆聊办柠插柴烯蹭研墓些层薄烹抿宽申标忻观研周尼漓舅丝豁入输舰轰鲁椒浮埠蕴乎辆慈妨卿昆鼎蓬贩穿岸将辫缓氯桐欧材考矢摹猎簧焙膛蓄额沥凭宦调盈挚镍隘刘乞脾想汹停僻趋浙息效敖促椿躯元涸著杭荷鸿绵瑟届匹快谍矫庸忘友格僳危脆受铝桅抢耍咕桃片旨缸炳呕沛戚住骄唆胯诫负险清套厢恢侍杏舌潮肖涅洁锁娠俄席厨衔李汽镇救襟卯衡拾装勿铬彪整磐涎眶彤汉蕊齿趋诫廖扑第鄂耳恍舞褒紧身内阔疗暖超夯乒