College English Teaching Study Conducted by Discovery Learning Theory and Action Research——Take College English Ⅱ for Instance

The unceasing revolution of the global economy and culture boosts the revolutionary step of the educational circle.Combining the creed of The Guide of College English Teaching in 2016 with the results of investigation and survey in colleges, a research group in the Institute of Foreign Languages of Hankou University comes up with a revolutionary trial scheme on College English teaching conducted by discovery learning theory, as well as a research method of action research, which is in hope of mending the problems and shortcomings of current College English teaching.

The Application of the Constructivism Theory in Enhancing Classroom Teaching

As China’s education develops,the innovation of curriculum teaching mode has been increasingly emphasized,and the theory of constructivism has become a popular topic in educational research.The purpose of this article is to elucidate the theoretical implications of constructivism by examining the psychological mechanisms involved in individual constructivist activities.From setting learning objectives,researching problems,learning to present ideas,reflecting and evaluating,etc.,this paper expounds on the application of constructivism theory in curriculum teaching.Besides,strategies for implementing the constructivism theory in curriculum teaching are also proposed,so as to promote autonomous learning and the sustainable development of students.

Grammar Consciousness-Raising Tasks and Intermediate Learners＇ Achievement and Perceptions

While there is lots of empirical evidence showing that grammar consciousness raising tasks （GCRTs） have an edge over the traditional modes of grammar instruction, there is very little qualitative evidence reflecting learners＇ perceptions of externally imposed educational changes including GCRTs. To extrapolate the previous findings and fill in this gap, this study aims to： （I） test the alleged superiority of GCRTs in grammar instruction and （2） explore learners＇ perceptions of learning grammar through GCRTs. To this end, this study used a mixed-method design including a quantitative and a qualitative dimension. The former dimension aimed at testing the superiority of GCRTs on a random sample of intermediate learners from Simin language school in Karaj, Iran through the robust Solomon-four-group design and the latter dimension aimed at collecting and analyzing qualitative interview data on learners＇ perceptions of GCRTs. The quantitative results clearly showed that learners being taught through GCRTs significantly outperformed those instructed through the traditional mode of grammar instruction and the qualitative analysis of learners＇ perspectives showed that the participants had a positive perception of GCRTs and this positive perception was rooted in GCRTs＇ potential to： （1） facilitate the internalization of grammar and （2） involve learners in discovery learning. The findings have clear implications for syllabus designers and practitioners.