An application of constructivist theory in an English FL class

An Application Of Constructivist Theory in English FL Classes
The article is written by Li Jin an associate Professor of English Department at Shandong University, China. The author graduated from Shandong University with BA and MA degrees in English Language and Literature. She is interested in teaching and researching in English and Chinese and cross-culture communication. In her article ‘Constructivism-Application in Oral English Teaching to Non-English Majors’ the author has a look at current ELT practices to non English students in China, then establishes the problems and tells us the results of application of constructivist theory in classes. I think she takes the Picture of the problem and shows constructivist theory as a remedy of those problems. As an English teacher who teaches in the non-English Student Classes It was an interesting article to me.
According to the writer modern world force people to be more competent, knowledgeable about different parts of the world. They need to have the ability to communicate across cultures and languages and become aware of the global issues. As it is identified in the article the great majority of communication occurs with listening and speaking skills. In authors country learning to speak English is a main problem both for educators and learners just like in our country. In my daily life and in my classes I usually witness this crucial problem. I agree with the author that in order to help sts to construct their own knowledge and understanding we should put the student in the center of teaching by giving a guidance role to the teachers. I also liked the idea of using multi-media and internet so as to construct real world environment. In my opinion using the more interesting materials make the more motivated learners.
The author tells us the three problems that non-English learners face which I totally agree and see the same problem faced by my students as well. The problems are; limited time, limited vocabulary and lack of motivation. Especially I think the lack of motivation and self confidence hinder learners to involve the speaking activities and express themselves orally.
Li Jin also gives some solutions to overcome the problem. Firstly students’ interest should be increased. Secondly classes should be student centered with teachers’ guidance. Thirdly we should accumulate the sts’ vocabulary. Fourthly we should use the given lesson time effectively. Finally we should enhance the students’ awareness of target language. I think these solutions are useful and can be used by every English teacher. In my opinion English is best learnt when sts actively use it that is why teacher should create environment in classes where sts involve in communication with each other and the teacher.
The author shows a sample from their course book. In this book we can see the typical features of constructivist theory. I liked the way and order of the activities. The lesson divided into two main parts A and B. In part A the activities start with warm up activities introducing vocabulary. Then the natural procedure goes on with listening and model exercises are given to show useful expressions. In the end sts make practice the part of the speech and produce the language in a communicative way.
In part B I appreciated giving the activities in pieces of optional that are arranged according to various levels which is very important to keep up with the sts affection and individual learning.
As far as I see in the activities there are three stages warm up, practice and production. In these stages teacher has a guiding role and this is very important.
Teacher uses lots of variable materials such as visuals, texts, tape recordings and videos I think all of these diverse materials make sts more motivated and increase their interest so they become more eager and less shy during the lesson. Namely Teacher tries to create a warm classroom atmosphere which enhanced with lots of communicative activities.
In conclusion the application of the constructivist theory in English classes resulted with a success and the students learned how to express themselves orally. This process also forced the teachers to renew their proficiency and change their role in teaching activities.