Global Partners in Education Journal April 2011, Vol.1 No.1, pp.

13-20

Constructivism-Application in Oral English Teaching

to Non-English Majors

Li JIN

Shandong University, China

Abstract

Constructivism holds that the primary responsibility of the teacher is to

create and maintain a collaborative problem-solving environment
where students are allowed to construct their own knowledge, and the
teacher acts as a facilitator and guide. The author briefly describes
constructivist theory and its implications for oral English teaching and
learning, states the current situation of oral English teaching for non-
English majors in China, lists the main problems the students and the
teachers face, and suggests some solutions to the problems. Finally,
the author introduces her practice in oral English teaching and
concludes that both the students and the teacher benefit from the
application of constructivism in oral English teaching to Non-English
majors. She also believes frequent practice of English in the real world
will help the students achieve their goals.

Introduction

To be contributing citizens, productive workers and competent leaders in the 21st

century, college students now must be far more knowledgeable about the world,
different regions and global issues, as well as have the ability to communicate
across cultures and languages. Speaking English can be the first step to clear and
effective communication. To achieve this, we, teachers of English, feel a
responsibility to guide the students to converse with the people around them in
English. The author of this article starts from the theory of constructivism and its
implications for oral English teaching and learning, and suggests solutions to the
problems the teachers and the students face in oral English teaching and learning in
China. Finally, the author believes frequent practice of English in the real world will
help the students achieve their goals.

Constructivism

Constructivism (Li, 2005) holds that learning is an active process in which learners
construct their own knowledge and understanding. They do not simply mirror and
reflect what they are taught or what they read. Learners look for meaning and will try
to find regularity and order in the events of the world, even in the absence of full or
complete information. Constructivist teaching theory (Li, 2005) holds that the
students should be the center of teaching, although we should not neglect the
importance of the teacher’s guidance. We should use multi-media and Internet,
construct real environments, carry on cooperative teaching and lead the students to
self-constructed knowledge.

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Global Partners in Education Journal April 2011, Vol.1 No.1, pp. 13-20

Current Situation in Oral English Teaching and Learning

In foreign language teaching, the four basic skills---listening, speaking, reading and
writing---have greatly improved on the part of Chinese students in the past decades.
However, these skills have not developed at the same rate. Many students can
understand others’ English but they cannot express themselves effectively in
English. For the majority of students, speaking still remains the most difficult skill to
master, which can be reflected in the weak ability to communicate orally in English
even after years of study at universities.

According to the renowned linguists, Rivers and Temperley (1978), 45% of

communication is carried out through listening, 30% through speaking, 16% through
reading and 9% through writing. It can be concluded that communication by mouth
and ear is the basic communication of human beings. Thus, speaking is one of the
most important skills in language learning.

Learning to speak English is considered to be one of the most difficult aspects of

English learning for teachers to help the students. So, how to improve and develop
oral English teaching in Chinese schools has drawn the attention of both teachers
and educators, and it has become one of the most important issues in English as a
Foreign Language (EFL) teaching field today. Although many researchers and
educators have tried to put various teaching theories and methods into practice to
improve the teaching of oral English, there has not been much progress to date.
Thus, it is urgent for teachers of English to conduct research on this aspect, and to
find more effective ways to improve it.

Considering the current situation in teaching oral English and its research in China, it
was in the fall of 2009 that we at Shandong University saw further reform in college
English teaching; that is, oral English has been designed for the first time to be an
independent compulsory course for non-English majors, which used to be one part of
college English. This reform aims to help non-English majors with their oral English.

Problems for Non-English Majors

For non-English majors, English used to be just one course, but now, with the further
reform of college English teaching at Shandong University, the students there have
to take two English courses. They will face the following problems:

1) Limited time. Non-English majors know the importance of oral English, but English
is just a required course for them, not their major. They are limited by time of
classroom guidance (once a week, only 2 hours).

2) Limited by vocabulary and insufficient input of western cultural background

information. Traditional English teaching requires the students to memorize more
individual words, phrases or collocations, not the contexts in which they appear,
which results in the problem that the students do not know how to express their
ideas appropriately with the words they know. And limited cultural background
information blocks communication with people from different cultural backgrounds.

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Global Partners in Education Journal April 2011, Vol.1 No.1, pp. 13-20

3) Lack of motivation and confidence. The students are desperately in need of

improving their speaking competence, but few of them have an interest in
speaking. Chinese traditional education makes the students shy in class and in
public. They seldom voluntarily present or share their ideas in class.

Solutions to the Problems for Non-English Majors

1) Arouse the students’ intense interest in English learning

Language learning is most effective when students’ interest, motivation and
attitudes are taken into consideration. Students are encouraged to experience the
language, learn the language by self-discovery, and participate in discussion and
negotiation activities. It emphasizes the role of positive affective states on the part
of the students. It advocates a task-based approach to language learning and
teaching: learning by doing and by using the language. It incorporates learning
strategy development into the classroom instruction.

2) Student-centered class with teachers’ guidance

Teachers should act as guides and facilitators in English learning; they should
provide the students with more real-world situations (Brown, 1994). In class, the
students should be given more time to speak; that is, the students should be the
speakers in class, they cannot be regarded just as audiences. The teachers
should use different kinds of activities to guide and encourage the students to
communicate with their peers using their newly constructed knowledge.

3) Accumulate the students’ vocabulary to help with their oral English

It is common that the students stop in their speeches or communication just
because of a word, which they do not know, or they have no English equivalents of
some Chinese characters, from which we see vocabulary’s importance in
delivering English speeches. Therefore, the teachers should help the students find
the best ways to enlarge their vocabulary. Learning the rules of spelling and
pronunciation and mastering the links between words will help the students to
learn more words in their own ways. With a large vocabulary, the students can
express themselves better. For instance, they will be happy to “show” themselves
and voluntarily share their opinions in class and gain more confidence in speaking
in public.

4) Make full use of time in class and extend English learning after class
English is a foreign language for the students in China. They do not have a good
environment to speak English. It is well known that classroom instruction is the
basic form of English teaching and learning, but class time for non-English majors
is limited. So, teachers should help the students to make the best use of class time
and encourage the students to say what they can say. To those beginning to learn
English, they often do not dare to respond to the teachers in English for reasons
such as lack of confidence or limited vocabulary. So, the teachers should give
immediate feedback for the students’ performance in class, which will help them
enjoy the success in learning. Then they will be glad to speak more and more in
class and in public. With the encouragement of the teachers, the students will
continue their oral English speaking even after class. For instance, I often
recommend the students to sit in on the lectures of the foreign teachers. The

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Global Partners in Education Journal April 2011, Vol.1 No.1, pp. 13-20

students learn a lot from them, which broadens their view and makes additions to
the lectures in the regular classes.

5) Enhance the students’ awareness of target country’s cultures

Language and culture usually go hand in hand, which tells us culture is very
important in language learning. When you learn English, you must have some
knowledge of the cultures in the English speaking world. Only when you know the
background culture can you understand the speakers easily and express yourself
correctly.

Take us for example. In class, we introduce to the class different cultures and
customs of English speaking world in related situations, such as, thinking globally,
perceiving culturally, comparing cultural values and adapting to new cultures. After
class, every Friday evening, some of my students and I visit the foreign teachers
at their home, chatting about what we want to know and we also share what they
are interested in. The conversation between us helps us better understand each
other and each other’s cultures. The students feel relaxed and express themselves
confidently.

As we all know, “the aims for English teaching is to train the students how to use the
language, yet this kind of ability will more quickly be developed on condition that the
students are greatly engaged in the English language learning and immersed in an
atmosphere of using the language” (Yuan, 2003). So, in class, English teachers are
required to guide the students and make the whole class full of communication. To
some extent, the students’ attention and interest are aroused and in the meantime,
the students’ speaking is effectively practiced. As English learners in the classroom,
if they show great interest in English learning, they should listen to the teachers
attentively and follow the teachers step by step. Then they will be active in class
activities and willing to communicate with others. Finally, their speaking ability will
surely be improved. On the contrary, students who have no interest in learning
English will be reluctant to listen to the teacher and fail to communicate with others,
which will cause them to be a stranger to English.

Some measures for arousing students’ interest:

A. News report or extemporaneous speech before class;
B. Pair work, group discussion, retelling stories, role play in class;
C. Video and film watching;
D. Games, such as speedy alphabet.

As the result of more varied methods, the students’ ability of speaking along with
their engagement with vocabulary, interest, confidence, co-operation ability, etc. are
all improved.

Our Practice of Oral English Teaching in Class

The further reform of college English teaching at Shandong University brings out a
lot of changes accompanied with new vitality. At the same time, it sets
incomparable challenges for the teachers, which requires them to be competent in
the newly reformed curriculum. In doing so in our class, the students are improving

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Global Partners in Education Journal April 2011, Vol.1 No.1, pp. 13-20

their ability in using English. The following is what we have done in our oral English
classes.

Now, we’re using Learning to Speak: an English Video Course (Yang, 2009),
published by Shanghai Foreign Language Education Press, as our textbook, which
consists of eight units, specifically eight topics, each unit including Lesson A and
Lesson B.

Lesson A is composed of four parts:

Part I: Vocabulary Link, introducing vocabulary and offering some information for
practice, which is related to the topic
Part II: Listening, offering some exercises related to the topic
Part III: Speaking, offering some useful expressions and some exercises related
to the topic
Part IV: Communication, containing comprehensive exercises related to the topic

All the above four parts offered in Lesson A can almost be done in class, which is
designed to help students to improve their English listening and speaking efficiently.
Following the Communication part, four pieces of Optional Listening are offered,
which are arranged from low level to high level.

Lesson B contains two parts:

Part I: Global Viewpoints: 5-6 people from different countries are interviewed. In
this part, students are required to understand what they are talking about
and then do the following exercises.
Part II: City Living: a 5-6 minute video clip, introducing people’s real life in the
English speaking world. It is not very easy to understand, so this part is
divided into three sections to help the learners understand it.
1) Preview, introducing the main idea and some language points;
2) While You Watch, offering 50% script of the video clip and the remaining
50% to be filled in;
3) After You Watch, offering another communication exercise which aims to
help improve the learners’ fluency in using English with what has been
learned in the unit.

After City Living, there is one more Optional Listening.

Thus far we have discussed the textbook we are using now. In the following we shall
share how we practiced in our classes with this textbook. Take Unit 3, Book Two, for
example.

Part 1 Vocabulary link

Vocabulary is the lead-in to the topic on food. With the offered information and
pictures in the book, we guide the students to recognize what is in each picture
and ask the students to tell the class its characteristics with English adjectives.
Then, use the adjectives to describe each food. When the students learn how to
describe each individual food, we introduce more foods and more adjectives,
which are close to the students’ lives. Then, they can use the information to do
pair work or group work to practice how to describe the food they like and why

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Global Partners in Education Journal April 2011, Vol.1 No.1, pp. 13-20

they like it. The last step of this part is to ask some volunteers to present what they
like to eat.

Part II Listening
In this part, we usually listen to the recording twice (we assign the students to
preview before class), then ask the students to use the notes they took to do pair
work, share the key information they got and later retell the recording in their own
words, namely, newly constructed knowledge.

The above two parts usually take up 2 periods, in which we also introduce some
restaurant terms and different types of services when dining out. Homework is
assigned to review what is learned and preview the remaining two parts: Speaking
and Communication.

Part III Speaking skill

I suggest before we take up Part III, we do some revision as usual. We start the
new lecture in this way: If I treat you to a meal, I’d like you to give me some
suggestions about which type of food you would like, fast food or slow food? This
question will introduce how to make suggestions, which is the teaching goal of
Part III. Then we can introduce some other ways to make suggestions. Next step
is to let students practice how to make suggestions in class.

When time is available, we can ask the students to make a comparison between fast
food and slow food. Then we can learn their advantages and disadvantages, which
will benefit both our speaking and writing.

Part IV Communication: your favorite food

1) Listen to a paragraph.
2) Offer some pictures, which are key information in the paragraph.
3) Guess the main idea by answering the questions.
4) Show the script of the paragraph.

When the students learn the key information and the main idea, they can retell the
paragraph, which becomes the way to describe their favorite food and any Chinese
food to the foreigners in English.

Since making suggestions is the target speaking skill in this lecture, we make some
suggestions to the students:

1) When you describe Chinese food: name a Chinese dish in Pinyin and then
explain the ingredients; flavor/taste; what it looks like; how to make it;
history/story behind it;
2) When you introduce Chinese food to foreigners, it is better not to mention
the dishes with the internal organs of animals, which they rarely eat.
3) When you treat or invite foreigners to a meal, first ask them whether they
are vegetarians and what they do not eat, either from their preference or
from their own religious beliefs.

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After the Communication part, we spend 10-15 minutes to watch the video clip in
Lesson B to get the main idea and let the students state their own opinions. The rest
of Lesson B will be learned after class by the students themselves.

At the end of this lecture, we ask the students to search the internet for more
information on slow food in order to make comparisons with fast food. We assign the
students to practice how to describe their favorite food in English after class and
expect their presentation next time.

Effects of Our Teaching Practice

With two-semester practice, both the students and the teachers benefit from the
application of constructivism in oral English to non-English majors.

For the students, those who used to speak no English in public have developed
great interest in oral English and have gained confidence to present in front of the
whole class. Those who had been trained in off-campus English training centers
before entering the university have played the important roles in group work and
class activities, and they are more confident to speak English both in class and after
class. In the past year, a quarter of our students (213 students) have taken part in
different kinds of English speech contests on campus, and almost half of them have
been awarded prizes. One more case worth mentioning is last summer, many
students voluntarily signed up for summer exchange programs to different countries,
such as the US, UK, Australia, the Netherlands, Korea and Singapore. This
demonstrates that students are eager to see the world with what they have learned
at home. All these practices do broaden the students’ global perspectives.

The students’ progress challenges the teachers to improve their English language
proficiency and their teaching skills in oral English tailored to the needs of the
students. For instance, the roles in class have changed: students become the center
of the classroom teaching and learning while the teachers are the facilitators who
function as guides. In doing so, the whole class has more opportunity to speak
instead of the teachers lecturing in class. To our delight, the students can extend the
class activities after class, which is beneficial to the improvement of their oral English
proficiency.

Conclusion

With the application of constructivism, the teachers can develop and create various
situational contexts for non-English majors. With the guidance of the teachers and
the use of multi-media and the Internet, the students can gain more interest in
communication with their self-constructed knowledge in real-life situations, where the
students can better their speaking skills, practice their cooperation, and improve their
English proficiency. At the same time, the teachers can make some adjustments to
meet the needs of the students. By doing so, both the teachers and the students can
help each other to expand their global understanding. The students, with frequent
practice of English in the real world, will find it easy to adapt to any new environment
in the world.

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References

Brown, H. D. (1994). Principles of language learning and teaching (3rd Ed.).

Englewood Cliffs, NJ: Prentice Hall Regents.

Li, D. (2005). Constructivism teaching theory. Beijing, China: Education & Science
Press.

Rivers, W. M., & Temperley, M. S. (1978). A practical guide to the teaching of

English as a second or foreign language. New York, NY: Oxford University
Press.

Yang, H. (2009). Learning to speak: An English video course. Shanghai, China:

Shanghai Foreign Language Education Press.

Yuan, B. (2003). On improving students’ speaking ability. Foreign language teaching

and research, P261. Retrieved from
http://www.studa.net/yingyu/081122/12481255-2.html

About the Author

Li JIN is an Associate Professor of English in the College English Department,

Shandong University, China. She graduated and received her BA and MA degrees
in English Language and Literature from Shandong University. She has been to the
US and Australia as a visiting scholar and once worked in Holland and Australia as a
teacher of Chinese. Her teaching and research interests are in English and Chinese
teaching and cross-culture communication. In 1994 and 2009 she received Awards
for excellence in teaching. In 1996 and 2010 she got awards for excellence in
research. She can be reached at [email protected].

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