Promoting Effective Second Language Acquisition: Exploring the Benefits and Practical Implementation of Student-centered Learning in China

Research Article
Open access

Promoting Effective Second Language Acquisition: Exploring the Benefits and Practical Implementation of Student-centered Learning in China

Jiajing Li 1*
  • 1 San Francisco State University    
  • *corresponding author lijiajing@hhu.edu.cn
Published on 20 November 2023 | https://doi.org/10.54254/2753-7048/23/20230379
LNEP Vol.23
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-125-4
ISBN (Online): 978-1-83558-126-1

Abstract

This paper explores how student-centered learning can benefit second language acquisition (SLA) in China. By drawing on the expertise of scholars in the field, the study explores how student autonomy, motivation, collaboration, and communication opportunities can positively influence general language learning outcomes. Additionally, this paper emphasizes the significance of adopting student-centered approaches to enhance language teaching in second language acquisition (SLA) specifically in the context of China’s unique educational environment. By benefiting from SLA and language education scholars, practical suggestions for student-centered learning in Chinese language classrooms are also provided. Furthermore, the writer believes that by adopting a student-centered approach, language teachers in China can intentionally create an environment that helps students acquire language more effectively and improve their overall language proficiency. Student-centered approach not only contributes to better language skills but also advance a more engaging and interactive learning environment, students can develop not only enhanced language skills but also acquire valuable life skills through active participation in class.

Keywords:

student-centered learning, second language acquisition, student autonomy, collaboration

Li,J. (2023). Promoting Effective Second Language Acquisition: Exploring the Benefits and Practical Implementation of Student-centered Learning in China. Lecture Notes in Education Psychology and Public Media,23,75-79.
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References

[1]. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.

[2]. Dewey, J. (1986, September). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.

[3]. Chomsky, N. (1980). Rules and representations. Behavioral and brain sciences, 3(1), 1-15.

[4]. Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.

[5]. Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. (No Title).

[6]. Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and Using Communication Tasks for Second Language Instruction and Research. In Gass, S. M., & Madden, C. G. (Eds.), Input in Second Language Acquisition (pp. 105-126). Routledge.

[7]. Peng, X., & Zhang, J. (2022). Student-Centered Practical English Blended Teaching Practice: A Case Study of Beijing Sports Vocational College. Overseas English, (14), 206-208+215.

[8]. Chen, C. (2008). Student-Centered Interactive Teaching Practice and Reflection. Journal of Hubei University of Economics (Humanities and Social Sciences Edition), (06), 160-161+163.

[9]. Dornyei, Z. (2013). The psychology of second language acquisition. Oxford University Press.

[10]. Benson, P. (2006). “Autonomy in Language Learning.” In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 15-30).

[11]. Little, D., Ridley, J., & Ushioda, E. (Eds.). (2003). Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment. Dublin: Authentik.

[12]. Krashen, S. D. (1985). The input hypothesis: Issues and implications. (No Title).

[13]. Zhao, K., Lu, Z., Jia, H., Su, H., & Zhang, H. (2007). The Application of “Student-centered” Interactive Teaching in English Video, Listening & Speaking Class - A Comparative Study on “Situational English” Teaching in the Traditional Language Lab and Network-based Multimedia Language Lab, (02), 54-58.

[14]. Yin, C. (2022). On the Student-Centered Teaching Theory in Audio-visual Speaking Course for English Majors: An Analysis on TESOL and POA Theory. Yinshan Academic Journal, (06), 106-109. doi:10.13388/j.cnki.ysaj.2022.06.015.

Cite this article

Li,J. (2023). Promoting Effective Second Language Acquisition: Exploring the Benefits and Practical Implementation of Student-centered Learning in China. Lecture Notes in Education Psychology and Public Media,23,75-79.

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About volume

Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

ISBN：978-1-83558-125-4(Print) / 978-1-83558-126-1(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.icgpsh.org/
Conference date: 13 October 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.23
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.

[2]. Dewey, J. (1986, September). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.

[3]. Chomsky, N. (1980). Rules and representations. Behavioral and brain sciences, 3(1), 1-15.

[4]. Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.

[5]. Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. (No Title).

[6]. Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and Using Communication Tasks for Second Language Instruction and Research. In Gass, S. M., & Madden, C. G. (Eds.), Input in Second Language Acquisition (pp. 105-126). Routledge.

[7]. Peng, X., & Zhang, J. (2022). Student-Centered Practical English Blended Teaching Practice: A Case Study of Beijing Sports Vocational College. Overseas English, (14), 206-208+215.

[8]. Chen, C. (2008). Student-Centered Interactive Teaching Practice and Reflection. Journal of Hubei University of Economics (Humanities and Social Sciences Edition), (06), 160-161+163.

[9]. Dornyei, Z. (2013). The psychology of second language acquisition. Oxford University Press.

[10]. Benson, P. (2006). “Autonomy in Language Learning.” In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 15-30).

[11]. Little, D., Ridley, J., & Ushioda, E. (Eds.). (2003). Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment. Dublin: Authentik.

[12]. Krashen, S. D. (1985). The input hypothesis: Issues and implications. (No Title).

[13]. Zhao, K., Lu, Z., Jia, H., Su, H., & Zhang, H. (2007). The Application of “Student-centered” Interactive Teaching in English Video, Listening & Speaking Class - A Comparative Study on “Situational English” Teaching in the Traditional Language Lab and Network-based Multimedia Language Lab, (02), 54-58.

[14]. Yin, C. (2022). On the Student-Centered Teaching Theory in Audio-visual Speaking Course for English Majors: An Analysis on TESOL and POA Theory. Yinshan Academic Journal, (06), 106-109. doi:10.13388/j.cnki.ysaj.2022.06.015.

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