| The past decade has witnessed education innovations at various educational levels throughout China, which is the same with college English education. Many researchers have studied the language learning from different perspectives. This thesis aims to do some exploration on understanding the self-selective topic learning1 in language learning underlying a more than 10 years'curriculum innovation called RICH2 which has been carried out in English teaching for English majors in a certain southern university in China. Specifically, this paper attempts to explore:1) How can we understand self-selective topic learning in RICH? 2) What impacts on learners are embedded in this kind of learning practice? and 3) What are the main factors leading to these impacts?The study was conducted in Basic English for freshmen, Class 085, taught by Ms. Hope, which was inquired by narrative thinking style for the self-selective learning. The research methods adopted were narrative inquiry, case story method, observation and interview, etc. The data collected from a period of about 9 months from October 2008 to June 2009. In order to make the study authentic and credible, data had been obtained through a variety of data sources, including class records, observation notes, after-class reflection, learners'portfolios, students'PPT as well as interviews and conversations with the teacher and the students and many researchers' related works (吴宗杰,黄爱凤等,2005). A narrative account about three separated but longitudinally learning "Case Stories" are presented in a narrative way, emerged as a result of analyzing the above data.The thesis first provides a theoretical background, including the representative theories about Vygotsky's Social Constructivist Theory, Habermas'Fundamental Human Interest, Content-Based Instruction, an elaboration on understanding language and language learning as well as RICH education, focusing on self-selective topic learning. The study attempts to explore the nature of self-selective topic learning in RICH based on the case stories and analyze my understanding of the learning, the impacts and the factors. In the first place, it is argued that language learning is based on students'lived world, focusing on process of knowledge developing and authentic understanding of life. Secondly it is concludes that three parts about the impacts on learners:inspiring learners'autonomy learning, developing learners'language abilities, enhancing learners'experience in the world. Finally, it is realized that there are three factors leading to these impacts including learners'intrinsic learning desire, teachers' knowing about education and supportive learning atmosphere in and outside class.Therefore it is concluded that language learning should concern for the students' internal and life world under self-selective topic learning; teachers can free themselves upon his/her own perception of education. Teacher's educational belief of "let students learn by themselves" enables learners to choose what they are interested to learn. They all are active participants in the whole learning process. It's suggested that teachers should be autonomous, as learner autonomy relies heavily on teacher autonomy. Teachers should always bear in mind how to promote learner autonomy by negotiating with learners about the teaching aims, learning material, learning activities, assessment methods etc. Also teachers should be masters of the curriculum. If teachers are given a free hand in deciding what to learn and how to learn, they can highly motivate learners by the authenticity and relevance of supportive learning atmosphere. In all, RICH aims to develop students'lifelong learning ability and understand the reality rather than just acquire linguistic knowledge.This study ventures to provide an alternative way of understanding language learning underlying various education innovations and of conducting academic researches in the field of foreign languages education in current China. |
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