Abstract
English language teaching has been a focus in China, and the issue that the English teaching costs a lot and gains little has been existent for a long history. Some think that the problem is attributable to the stagnation of the syllabus and course materials, as well as the prevalence of test-orientated education. Some argue that the problem lies in the fact that there lacks an English language environment in China. This paper will put forward two facts having great impacts on English teaching and learning which cannot be ignored. One is that the teaching classes are large and heterogeneous, and the other is that English is a foreign language, not a second language, in China. In order to seek out a method to compensate for the weaknesses, this paper is intended to discuss what English teachers can do to promote English learning from the perspective of Feuerstein’s Theory of Mediated Learning Experience (MLE). The quality of the MLE interaction is best described by a series of twelve parameters, three of which will be taken to discuss the educational context in China, and elaborate the implications of Feuerstein’s mediation theory on EFL teaching.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Atkinson, D.: Toward a Sociocognitive Approach to Second Language Acquisition. The Modern Language Journal 86(4), 525–545 (2002)
Breen, M.: The Social Context of Language Learning – A Neglected Situation? Studies in Second Language Acquisition 7, 135–158 (1985)
Feuerstein, R., Feuerstein, R.S.: Mediated Learning Experience: A theoretical review. In: Feuerstein, R., Klein, P.S., Tannenbaum, A.J. (eds.) Mediated Learning Experience(MLE): Theoretical, Psychosocial and Learning Implications. Freud, London (1991)
Feuerstein, R., Rand, Y., Hoffman, M., Miller, R.: Instrumental Enrichment. Scott Foresman, Glenview (1980)
Gardner, H.: Multiple Intelligences: The theory in Practice. Basic Books, New York (1993)
Howie, D.H.: Thinking about the Teaching of Thinking. New Zealand Council for Educational Research, Wellington (2003)
Sternberg, R.J.: How can we teach intelligence? Educational Leadership, 38–48 (September 1984)
Tsui, A.B.M.: Classroom interaction. In: Carter, R., Nunan, D. (eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University Press, UK (2001)
Vygotsky, L.: Mind in Society. Harvard University Press, Cambridge (1978)
Vygotsky, L.(Revised by Kozulin): Thought and Language. Harvard University Press, Language. Cambridge (1986)
Warschauer, M.: Computer Mediated Collaborative Learning: Theory and Practice. The Modern Language Journal 81(4), 470–481 (1997)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag GmbH Berlin Heidelberg
About this paper
Cite this paper
Weiping, W. (2012). The Implications of Feuerstein’s Theory on EFL Teaching. In: Kim, H. (eds) Advances in Technology and Management. Advances in Intelligent and Soft Computing, vol 165. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-29637-6_66
Download citation
DOI: https://doi.org/10.1007/978-3-642-29637-6_66
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-29636-9
Online ISBN: 978-3-642-29637-6
eBook Packages: EngineeringEngineering (R0)