Application of Constructivism Theory in College English Teaching

Chaorun Zhou

, Wenying Wang

School of Foreign Languages of Yuxi Normal University, Yuxi, Yunnan, 653100, China

Keywords: Constructivism theory, English language, college teaching.

Abstract: With the deepening of China's higher education reform, traditional college English teaching mode cannot

satisfy the current English Language Teaching. Thus, it is of great significance to apply Constructivism

Theory to College English Teaching. As a new teaching theory, Constructivism Theory has been more and

more important in College English Teaching. Firstly this work presents the outline of Constructivism

Teaching Theory, the current situation of College English Teaching and the application of Constructivism

Theory in College English Teaching. Then this work analyses the application of Constructivism Theory in

College English Teaching.

1 INTRODUCTION

Nowadays, as a required course in China’s colleges

and universities, English is quite important for

undergraduates. Along with the economic

development, China and countries over the whole

world intercommunicate more frequently on

economic, culture and politics. Therefore, to learn

English (the international language) well is

considerably important. Constructivism Theory

emerges when traditional English teaching method

fails to meet the demands of both teachers and

students (Chen Hongli, 2014). As a new teaching

theory, Constructivism Theory attaches important to

students’ interest and ability on English learning,

which helps to meet the requirements of both

students and teachers. Thus, it is important to make

full use of Constructivism Theory on college English

teaching.

2 CONCEPT AND CORE OF

CONSTRUCTIV-ISM THEORY

2.1 Concept of constructivism theory

Constructivism, as a branch of cognitive

psychology, is also called structuralism. The core of

Constructivism Theory is that knowledge acquisition

relies mainly on individuals’ positive actions rather

than being taught by others. Compared with

traditional teaching method, Constructivism Theory

emphasizes more on individual initiative on

exploring and discovering. According to this theory,

in the teaching process, teachers are guides who

instruct students to learn instead of the central

figures. In learning, methods explored by students

and efforts taken by them determine how much they

can learn. Constructivism Theory advocates that

students, in the whole learning process, should not

only discover and solve problems by their own, but

also summarize methods that can enhance their

knowledge reserves after solving problems. For

traditional teaching, the principal method is

memorization. On the contrary, Constructivism

Theory firstly requires students to understand and,

continuously accumulate knowledge in the process.

Based on memorizing vocabulary and grammar, the

spoon-feeding traditional teaching method cannot

acclimate the current teaching development. While,

Constructivism Theory can help students enhance

their English language competence in the

undergraduate learning process.

2.2 Core of Constructivism Theory

The core of Constructivism Theory includes three

views, namely knowledge view, learning view and

teaching view. The knowledge view is that students

should have the ability to use knowledge flexibly

and learn from outside information through

information processing. In this process, the

interaction between the prior knowledge and the new

knowledge makes it possible for students to integrate

the already learned knowledge. Learning view,

190

Zhou C. and Wang W.

Application of Constructivism Theory in College English Teaching.

DOI: 10.5220/0006446801900193

In ISME 2016 - Information Science and Management Engineering IV (ISME 2016), pages 190-193

ISBN: 978-989-758-208-0

based on the existing knowledge, refers to the

process of knowledge acquisition (Jiang Wenjun,

2014). In this process, the task of students is to

construct knowledge, handling the prior knowledge

and the new knowledge skillfully and shielding the

outside effects of instructors and indoctrinators. In

addition, in the process of students’ constructing

learning view, we can never ignore teachers who

help students construct knowledge as guides.

Knowledge learning has its own relativity. The

purpose of teaching view is to help students better

understand the inner meaning of knowledge

constructing. In the teaching process, teaching view

requires that teachers guide students to use the

acquired knowledge scientifically and urge them to

construct the new knowledge rather than forget the

prior knowledge, helping them to better understand

the interaction between the prior knowledge and the

new knowledge.

3 CURRENT SITUATION OF

COLLEGE ENGLISH

TEACHING

3.1 Emphasis on teachers’ teaching and

neglect of students’ interaction and

discussion

Nowadays, in college English teaching classes,

teachers lecture with enthusiasm, while students

listen with no reaction. Seldom, even no interaction

or discussion between them. In the classroom,

students only play the supporting roles. However, it

is students, the person who needs to learn should be

the main characters of classes, and teachers just

assist student in learning. For English Language

Teaching, interaction is the key point (Li Luan, Zuo

Fan, 2014). Without interaction, it is impossible for

students to gain interest in learning, let alone the

efficiency of learning. If teachers care nothing

except the teaching tasks and completely ignore

whether students understand or not, teaching and

learning will separate from each other.

Consequently, it is difficult for teachers to know

students’ learning level and impossible for class

efficiency to be improved.

3.2 Deficiency of students’ interest in

learning

Interest needs to be stimulated. Teachers could not

have deep understanding to students' thoughts, if

students have no interest in English learning and fail

to communicate efficiently with teachers. In college

English learning, many students have laid good

foundations. They are reckoned to be able to get

high scores by their own, but in the long run, the

communication between students and teachers

decreases, which is not conducive to the efficiency

of learning.

3.3 Some teachers’ misconducts on

teaching points

In traditional teaching methods, teaching focus on

grammar and words and pay no attention on

language use; in vocabulary teaching process, the

focus is memorization with no attention on the

pronunciation and sentence-making. In the process

of college English teaching, with heavy teaching

task and small amount of classes, teachers have no

option but to focus on the teaching task, thus

generating difficulties to estimate teaching quality

and effectiveness and resulting in poor learning.

3.4 Rationality deficiency in current

teaching evalu-ation system

For some undergraduate students, the goal of

English learning is to take credit. Based on students’

scores, universities formulate teaching evaluation

system. Teachers reach teaching goal when students

achieve high scores. According to the teaching

evaluation system, teachers have to adopt

corresponding teaching methods, making sure

students can get high scores. However, the

corresponding traditional methods, sea tactical and

spoon-feeding teaching, make students recite rather

than learn English, blocking the improvement of

students’ comprehensive ability.

4 APPLICATION OF

CONSTRUCTIVISM THE-ORY

IN COLLEGE ENGLISH

TEACHING

In recent years, with Constructivism Theory reform

in college English teaching, teachers’ role shift from

traditional imparters to guides and supervisors.

English Language Teaching process is actually the

interaction between teachers and students, students

and students, which breaks traditional teaching

methods and fully shows the due undergraduate

education level. Frequent interaction between

Application of Constructivism Theory in College English Teaching

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Application of Constructivism Theory in College English Teaching

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teachers and students can not only enhance the effect

of English learning, but also improve students'

English communication skills. The following four

aspects discusses the application of Constructivist

Theory in college English teaching.

4.1 Establishment of favorable

teaching mood in English classes

Constructivism emphasizes the integration of the

prior knowledge and the new knowledge. Through

Constructivism Theory, students can understand the

relation between the prior knowledge and the new

knowledge. In this process, teachers and their

effective strategies play crucial roles. Firstly,

situational teaching of Constructivism Theory needs

to be created in classes. The purpose of situational

teaching is to establish links between the prior

knowledge and the new knowledge, allowing

students to learn the new knowledge, consolidate the

prior knowledge and to link them together

effectively. But teachers need to note that in this

education reform, they should create favorable

teaching mood on the basis of actual demands and

students’ needs. When creating situational teaching,

teachers can take advantage of the existing school

equipment, which is beneficial to boost students’

interest and learning ability. For example, in

multimedia classroom, teachers can use the

equipment to draw students’ attention by abundant

illustrations and pictures rather than make students

memorize words and texts repeatedly.

Situational teaching of Constructivism Theory is

vital for college English teaching, creating a relaxed

learning environment for students, stimulating the

enthusiasm of students maximally and helping

teachers complete teaching goals.

4.2 Subversion of traditional teaching

mode and en-couragement on

cooperation among students

The disadvantages of traditional teacher-centered

teaching mode are that students are passive learners

and it is impossible to know students’ learning level.

Another core of Constructivism Theory is student-

centered teaching. Different from traditional

teaching mode, student-centered teaching make

requirements to teachers that they should be guides

rather than imparters. Under Constructivism Theory,

the relationships between students and teachers,

students and students are extremely important for

English Language Teaching. In classes, the

application of Constructivism Theory make them--

teachers and students, students and students—

communicate more. Group teaching method requires

students and students, teachers and students to

complete the task of teaching and learning together.

Cooperation teaching method is of great significant

in thoughts sharing and efficiency improving. To

apply Constructivism Theory in teaching, firstly

students should be divided into groups, then

questions and time be distributed respectively,

finally each group choose a presenter to show their

results. Through discussions, enthusiasm can be

inspired, talents, discovered and efficiency,

improved, thus making students learn from each

other. Well-applied, this method will improve

students' English communication skills, broaden

their horizons and boost their confidence virtually.

4.3 Adequate use on teachers’ guidance

in classes

Teachers’ guidance is extremely important when

applying Constructivism Theory into English

Language Teaching. In classes, teachers should

guide students to learn on the basis of students’

learning conditions, pay attention to students’

attitudes, emotions and moods and observe whether

students have understood and digested the

knowledge or not. The taboo of language learning is

learning and using knowledge mechanically,

bringing barriers to communication. Students need

to be guided to apply their knowledge to practice

and construct their own theoretical system. Effective

guidance stimulates students' enthusiasm for

learning, cultivating students’ interest and making

their learning more effective. Due to the poor

foundation, some undergraduate students learning

English with self-abasement. To these students,

rational and scientific guidance is needed. For

simple questions, general guidance is appropriate;

for difficult problems, teachers should guide

students in their positions, making students

recognize the significance and pleasure of English

learning.

4.4 Construction of scientific teaching

evaluation system

Any rational and scientific teaching method needs a

rational and scientific teaching evaluation system.

So does the current education reform. In accordance

with students' learning conditions, pertinent and

proper evaluations should be made.

Correspondingly, teachers should make adjustment

on teaching methods, helping students meliorate

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learning methods and improve learning efficiency.

Teaching evaluation system is not teaching goals, is

a teaching tool instead, serving teachers' teaching

methods. It is necessary to ensure the rationality and

justice of teaching evaluation system. Under

Constructivism Theory, teaching evaluation system

should be relative, dynamic and sustainable,

reflecting strategies of learning and teaching.

Another focus of Constructivism Theory is the

process of students' knowledge construction.

Therefore, under Constructivism Theory, teaching

evaluation system should have a comprehensive

evaluation on students, including learning emotions

and learning attitudes, etc., furthering students’

comprehensive development. Separate evaluation

cannot ensure the justice of evaluation system. A fair

evaluation system needs the mutual evaluation

between students and teachers, allowing them to

know the deficiency of learning and teaching and

making timely corrections, thus ensuring the

efficiency of learning and teaching. Teaching

evaluation system should change with the

advancement of teaching reform and be more

rational and scientific constantly. Under

Constructivism Theory, diversified evaluation

methods for teaching evaluation system is supported

and diversified teaching evaluation system can better

promote the development of students and teachers.

5 CONCLUSIONS

Application of Constructivism Theory in college

English teaching makes students recognize the

importance of English learning and stimulates

students’ interest in learning, making it possible to

apply their knowledge to practice rather than learn

for examinations and credits. Constructivism Theory

has been widely applied in English Language

Teaching. It is proved that Constructivism Theory

makes great contributions to the improvement of

students’ learning ability and teachers’ teaching

efficiency. With the all-round development of

students and the scientific improvement of teaching

methods, more application-oriented talents will be

cultivated and more social contributions will be

made by them.

REFERENCES

Chen Hongli. English Linguistics Classroom Teaching on

Constructivism Theory. Journal of Lanzhou Institute

of Education. 2014(1):58-59.

Jiang Wenjun. Constructivism Teaching Theory

Enlightenments on Higher Vocational Colleges

English Teaching Reform. Journal of Education

Institute of Jilin Province. 2014(5):134-135.

Li Luan, Zuo Fan. College English Teaching Reform on

Constructivism Learning Theory. Journal of Hubei

University of Economics (Humanities and Social

Sciences). 2014(8):197-198.

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