Constructivist Learning Theory And Its Application To Oral English Teaching At Vocational Colleges

Constructivist learning theory (CLT) is an important branch of cognitivism, which lays much emphasis on the concept that the learning process is an active process of constructing knowledge through the interaction between organism and environment and through the participants'cooperation in a certain context. The purpose of this study is to explore the implication of CLT and its application to oral English teaching at vocational colleges in our country.This thesis first provides its introduction, which includes a brief review of current research findings of CLT obtained by educators both at home and abroad, the necessity of the reform in oral English teaching, and the arrangement and main content of the thesis. Next, the thesis introduces relevant basic theories such as cognitivism and constructivism before it moves on to discuss several models of constructivism on oral English teaching and presents the constructivist viewpoint of teachers and learners as well as the authentic environment in the oral English classroom. Then, the thesis explores the application of CLT to oral English teaching, including a survey of the status quo of the application and the various methods involved in the process; it also stresses some requirements of college English teachers in applying CLT.An experiment is conducted to test the efficiency of CLT. The author carries out a one-term oral English teaching program based on models of CLT. The theory is applied in the experimental class. By using different computer techniques the author designs various learning activities to make the students become actively involved in oral English learning. The results of the experiment reveal that the application of CLT contributes to the enhancement of the students'motivation to improve their oral English, which leads to significant improvement of the students'language competence and their English communicative ability.The essence, status and function of CLT are concisely expounded in the conclusion. In addition, the author's viewpoint is indicated, the limitations of CLT are mentioned, and the areas of further study emphasized. It is sincerely hoped that this research can help us understand and apply CLT and contribute to the efficiency of our teaching and learning English.