英国留学生dissertation优秀文选：Learner-Based Teaching in ELT Class以学生为主体的英语课堂教学

英国留学生dissertation优秀文选：Learner-Based Teaching in ELT Class 以学生为主体的英语课堂教学

Abstract：The author argues that with the process of teaching concept and the popularity of modern information media, traditional didactic teaching is not the most effective method. For various reasons, traditional teaching tends to focus on one or two language skills and ignore the others. One possible solution to bridge the gap between ELT class and real life language use is the adoption of Learner-based Teaching, which has been in syllabus design and in the methodology of foreign language teaching. The emphasis of Learner-based Teaching is that all class activities can be done using information that the learners themselves bring to the class. Furthermore, as Learner-based Teaching pattern goes, the emphasis here is on Learner Independence in the group mode rather than individual self-study mode. The ultimate goal of the learner-based Teaching in ELT class is to enable the students to use the foreign language in everyday life when necessary. Learner-based Teaching has its advantages: it can raise students’ interest and motivation. Among its advantages is its power as a tool for teachers’ development. No teacher taking this route can fail to develop both as a person and as a professional. The approach offers an exciting and rewarding alternative to those teachers willing to try it. It undoubtedly takes courage to cast off the security of control and pre-determined materials, to trust to the power of process and of learner-input, but the rewards are correspondingly great. An efficient ELT class needs Learner- basd Teaching.

Key words: Learner-Based Teaching; Traditional Pedagogy; ELT.

Thesis Statement
Through the linguistic theories and the current situation, one can see that leaner-based teaching should be adopted widely in English Language Teaching class.

Outline
Ⅰ.Introduction
Ⅱ. The Linguistic Theories
A. Views on language
  B. Views on Language Learning
Ⅲ. The Current Situation
A. Traditional Pedagogy
   B. Traditional Pedagogy and the Language Use in Real Life
1. Writing in ELT Class
2. Rote Learning without Meaningful Context
Ⅳ. Learner-Based Teaching in ELT Class
A. Views on Learner-Based Teaching
B. Advantages of Using Learner-Based Teaching
C. Ways of Using Learner-Based Teaching
1. Views on Learner-Based Teaching in Class
2. Teachers’ Role in Learner-Based Teaching
3. Two Activities about Learner-Based Teaching
Ⅴ. Conclusion

Ⅰ. Introduction
In teaching English as a foreign language, the importance of Learner-based Teaching has been widely recognized. However how to attain the aim in the English language Teaching (ELT) class is a problem faced by language educators all over the world. In the present dissertation the concerning linguistic theories and teacher changes and the advantages of the Learner-based Teaching in the ELT class will be surveyed and studied in the light of the Chinese students’ situation. The present dissertation stresses that Learner-based Teaching is very essential in the ELT class. The teaching of language and Learner-based Teaching are of the same importance in the ELT class. Students and pedagogy are closely related in foreign language teaching is to enable the students to use the foreign language in everyday life when necessary, but very often there is a big gap between the use of language in real life and the traditional foreign language pedagogy. There are clear links between this approach and the current trend towards Learner Autonomy, self-directed learning, and Learner Independence. Perhaps unusually however, the emphasis here is on Learner Independence in the group mode rather than the individual self-study mode. Among its ancillary advantages is in power as a tool for teacher development. No teacher taking this route can fail to develop both as a person and as a professional. Furthermore Learner-based Teaching offers an exciting and rewarding alternative to those teachers willing to try it, it undoubtedly takes courage to cast off the security of control and pre-determined materials, to trust to the power of process and of Learner-input, but the rewards are correspondingly great.                                    #p#分页标题#e#
From years of my experience in teaching English as a tutor I gradually realize the importance of Learner-based Teaching to Chinese students. English teaching should be aimed at developing students' communicative competence so that they would be able to react freely and proper with native speakers of English in various social situations. Learner-based Teaching should be adopted in ELT class. It’s so important.

Ⅱ. The Linguistic Theories
A. Views on Language
One question that all approaches of language teaching should answer is “What is language?” The answer to this question is the basis for syllabus design, teaching methods, teaching procedures in the classroom, and even the techniques used in the class. Different views on language generate different teaching methodologies. To give a concise definition of the language has been an enormous amount of research in language in the past half century; no authoritative answer has been given to “What is language?” Rather, people talk about views of language, seemingly allowing for or accepting different theories for the moment. However, “teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994). In the past half century, language teaching and learning practices have been influenced by three different views of language, namely, the structural view, the functional view, and the interact ional view. The structural view sees language as a linguistic system made up of subsystem; from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. The functional view sees language as a linguistic system but also as means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are concept of present, past and future time; the expressions of certainty and possibility; the roles of agent and instrument within a sentence; and special relationships between people and objects. The international view considers language as a communicative tool. Whose main use is to build up and                                        maintain social relations between people? Therefore, learners not only need to know the grammar and vocabulary of the language but more importantly they need to know rules for using them in a whole range of communicative contexts.
These three views present an ever wider of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.#p#分页标题#e#
The understanding of the nature of language may provide the basis for a particular teaching method (Richards and Rodger, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than a system of structure, it is more important a tool, then to learn the language means to use it, rather than just study what it is and how it is formed.
B. Views on Language Learning
The language learning theory underlying an approach or method usually answers two questions: 1) what are psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated? Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories (Wang Qiang, 2000). Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. Conditional-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response and the Silent Way are based on one or more dimension of processes and conditions. At this level, It is too early to formulate a specific approach, because some aspects still too vague, for example, what is done in these processes.
The behaviorist theory of language was initiates by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983). Based on their experience, Watson and Raynor formulated a stimulus response theory of psychology. In this theory all complex forms of behavior—motions, habits, and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as others skills. The key point of the theory conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement” (Harmer, 1983:30). Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by language teaching profession, particularly to America. One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today. #p#分页标题#e#
The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’ theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce sentence that has never been said by others before? Though Chomsky’ theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method. Although people are still pretty much in the dark as to what language is and how language is learned, it is believed that a general knowledge about language and language learning will help language teachers do a better job.

Ⅲ. The Current Situation
A. Traditional Pedagogy
Our schools are expected to transmit knowledge to younger generations. They are, however, also increasingly criticized for indoctrinating so-called inert knowledge mainly for the well-known reason—— pressure of going to a better higher school or university.  It may be the most direct way but not the most effective way, I’m afraid. Since teaching nowadays often focuses on how well students absorb the ideas spoken at them by teachers through endless, repeated rote practice and how fast they might recall facts for a test rather than on how students are constructing and reasoning. Instructional teaching procedures that result in rote learning in the sense of being able to recall relevant information provide no guarantee that students will spontaneously use it later. 
B. Traditional Pedagogy and the Language Use in Real Life
The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. Thus we should teach that part of language that is used (rather than all parts of language); and we should teach language in the way that is used in the real world (Zhou Yan, 2004). However this is not always the case in the present day foreign language teaching practice. Very often there is a big gap between the use of language in real life and the traditional foreign language teaching pedagogy (Zhang Jianwei, 2001). The differences between language use in real life and what is done in traditional language teaching pedagogy are numerous and beyond the scope of discussion in this dissertation. We can only focus on a few major points. Generally speaking language use in real life differs from traditional language teaching pedagogy in the following aspects:
1) In real life, language is used to perform certain communicative function; in traditional pedagogy, the teaching focus is on form rather than functions. So when students have learned a lot of sentences or patterns, they do not know their functions. Thus they are unable to use them appropriately in real life situations.#p#分页标题#e#
2) For various reasons, traditional pedagogy tends to focus on one or two languages skills and ignore the others. For example, due to the needs of language learning in the 19th century, the grammar-translation method emphasized reading and writing skills and virtually ignored listening and speaking skills. In real language use we use all skills, including the receptive skills of listening and reading, and the productive skills of speaking and writing.
3) In reality, language is always used in a certain context, but traditional pedagogy tends to isolate language from its context. For example, in traditional pedagogy, when the English passive voice is introduced, the teacher tries to present how the object in an active sentence is moved to the front of a passive sentence and how the verb is changed to an auxiliary plus an –ed form of the original verb. Then the students will ask when the passive is used and why they should learn it. In many cases the teacher may explain the reasons, one of which is, when it is not necessary to tell who has done the action, the passive is used. Then the students will ask another question “Why is it not necessary to tell who has done the action?” Students keep asking questions because the grammar pattern is taken away from the language context. If the teaching of the passive voice starts with examples from real language use in context, students will have fewer questions to ask.
1. Writing in ELT Class
Comparing writing in our ELT class with writing in reality, it is easy to find two major differences. First, writing in the ELT class is often seen as a means to consolidate language that is recently studied. Very often the students write from someone else’s idea. This kind of writing is seen as “writing as language learning”. And very often, when given a topic, the students make up things to write about because their personal experiences cannot contribute to the given topic. We can say this is pseudo writing. While in reality, most writing is for communication, that is, to convey messages or for self-creation, such as poems that reflect the students’ inner thoughts or feelings. Second, in the ELT class, especially in traditional pedagogy, writing often goes this way: the teacher gives a topic or a selection of topics, a set of requirements and a time limit; the students finish the task within the time limit and hand in the final product, the students work is evaluated based on the accuracy of the final product. The process that the students go through while doing the writing task is virtually ignored; that is, the teacher turns a blind eye to how the students produce the product. In reality, we may have some ideas long before we put them on paper. And we often plan, draft, and rewrite. Also, teacher tends to overlook the quality of ideas in students’ writing. Instead, they only commend on the quality of the language. If writing tasks lack authenticity, they do not motivate students. If writing tasks focus on the product rather than on the process, they don not help students to develop real writing skills. In order to motivate students, we should advocate authentic writing; that is, ask our students to write things we write in reality or things they want to write about. In order to make the teaching of writing effective, we should advocate the process approach to writing; that is, guide the students in the process of writing. We believe we should make students want to write in the first place, and then teach them how to write in the first place, and then teach them how to write. #p#分页标题#e#
2. Rote Learning without Meaningful Context
One of the persuasive examples showing the distinction between rote and meaningful learning is when we compare adults learning a foreign language by rote methods with children learning their first language in a natural, meaningful context; we will claim the superiority of the child’s learning. It can’t be denied that children are good rote learners since they make good use of meaningless repetition and mimicking after their parents or other people around them. But children’s practice and imitation is a very meaningful activity that is contextualized and purposeful. For instance, when a child beginning to learn to speak “I want to eat the sweets”, first he may stretch out his hands for the sweets with some uncertain pronunciation. But if his mother motivates him to speak some words like “ sweet” or a simple sentence like “ I want sweet” , then after several times , the child learns to speak the word “ sweet” and knows what to say when he wants something. Adults, actually, have greater ability for rote learning, but rote learning is usually used only for short-term memory or for artificial purposes. Many of the adults have the experience that they can keep a lot of relevant vocabularies, grammar rules or even passages in mind, but they don’t know how to put them into practice when they encounter problems in real situation. The cause of children’s language learning superiority may not be in the age of the person, but in the context of learning. The child happens to be learning language meaningful and the adult is not. By inference, we may conclude that the foreign language, mainly English for Chinese learners, classroom should not become the locus of excessive rote activity, rote drills, pattern practice without context and other activities that are not in the context of meaningful communication.

Ⅳ.  Learner-Based Teaching in ELT Class
A. Views on Learner-Based Teaching
Educational research has made it very clear that traditional didactic teaching is not the most effective method (Chen Qi and Zhang Jianwei, 1998). With the progress of teaching concept and the popularity of modern information Medias such as computer and internet, we teachers can build up a brand-new modern teaching schema. As traditional teaching pattern goes, it emphasizes teacher’s lecturing and indoctrinating in class where students passively receive knowledge just like sponge absorbing water (Chen Qi and Zhang Jianwei, 1998). Nowadays there are still a great number of teachers who are teaching textbooks in a traditional “teacher-centered” way. Students’ potential is neglected. Practice is a key.
Piaget’s theory of cognitive development proposes that human cannot be “given” information that they immediately understand and use. Instead, humans must “construct” their own knowledge. They are building their own knowledge by testing ideas and approaches based on their prior knowledge and experience, which enable them to create mental schemas in their heads, applying this to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs. Learner-based Teaching in the educational area is more concerned with understandings achieved through experience than with facts received from others. It has been found by scientist that people remember 10% of what they hear, 30% of what they see, 70% of what they see and hear and 90% of what they do. Students learn by doing. #p#分页标题#e#
One possible solution to bridge the gap between classroom language teaching and real life language use is the adoption of Learner-based Teaching, which has recent years become a fashionable term to cover a variety of developments in syllabus design and in the methodology of foreign language teaching. Therefore, Learner-based Teacing is based on students’ active participation in problem-solving and critical thinking regarding a learning activity which they find relevant and varied. The main principle in learner-based Teaching is that all class activities can be done using information that the learner themselves bring to the class. All humanistic approaches to teaching accept that some language input can be based on the experience, knowledge, and expertise of individual students (Colin and Hanna, 1998:12). The basic procedures have two stages. In the first stage, learners prepare materials that are designed to practice, for example, a particular skill, function, or grammar item. In doing this, they draw on all the linguistic resources they already have. In the second stage, these materials are passed to other learners in the class who carry out the activities. In this way students obtain valuable language practice, not only while they are using the materials, but while they are preparing them as well. In learner-based Teaching, firstly, the learners take over much of the decision-making normally assigned by teachers, and make learner-input central to the learning process. It is the learners themselves who become the major teaching resource. It shows how, by tapping into the knowledge and experience of the learners, the quality of the learning process is enhanced, since it becomes both more relevant and more deeply felt. There is a sense in which the teacher becomes a learner and learners are transformed into teachers. Secondly, there is a clear move away from dependence on the pre-determined content and format of published materials: every class will bring its own unique mix of individuals and their past experiences; every lesson will generate a unique set of the needs. This freedom from dependence on sophisticated materials or technology makes the approach especially suitable for resource--poor environment. There are clear links between this approach and the current trend towards Learner Autonomy, Self-directed Learning, and Learner Independence (Holec H, 1981) Perhaps unusually however, the emphasis here is on Learner Independence in the group mode rather than the individual self-study mode.
B. Advantages of Using Learner-Based Teaching
1). Since students bring a lot with them. They all have their own ideas, opinions, experiences, and areas of experience. All of this is important to them. What they need from the English language classroom is the language to express all this, and thereby themselves, in English. Students should be allowed and encouraged to express their ideas freely. This route to fluency is more direct than the teacher imposing irrelevant topics or rigid grammar rules in the hope that with the time learners will be able to say what they really want to. All of the activities, even grammar practice, are based on the interest and experience of the learners. #p#分页标题#e#
2). The activities for students are chosen to meet the current needs of them. As the students carry out an activity, teacher can find out the gaps in their language competence and introduce suitable practice activities in subsequent lessons. In learner-based Teaching, therefore, analysis and self-introspection are a continually developing process.              
3). As materials are not available in advance, there is a strong element of surprise. Not only do the learners not know what is coming before the lesson starts, but they are often unable to predict how the lesson will develop, and how the material they have prepared will be used. Therefore unpredictable elements produce strong interest in students mind and keep them concentrate in learning.
4). Learner-based Teaching allows us English teachers to introduce local or international issues and ideas which are of current interest to students, for example , environment protection, scientific developments, or sports news.
5). Language practice is doubled in learner-based Teaching because learners are involved in preparing practice materials as well as using them. They are clearly interested in how others will use what they have prepared. For example, if groups of students prepare lists of words for other groups to use as the basis for writing a short composition, the “authors” of the list will show interest in how their words have been used. They now have a real reason to pay attention in the following stage.
6). Students in a class or even a group with similar learning experiences will always have different levels of language competence. Learner-based Teaching encourages students to work together and learn from each other. Activities are designed for the purpose that learners have to pay attention to what their classmates are saying. They can teach and correct each other. Furthermore, the activities help to foster a spirit of group solidarity, in which everyone has a valid contribution to make, regardless of linguistic ability. Learners are working with one another, not in competition with one another.
C. Ways of Using Learner-Based Teaching
1. Views on Learner-Based Teaching in Class
Efficient ELT class management is one of the most important factors that contribute to the efficiency of the teaching and learning activities. The most effective activities can be made almost useless if the teacher does not organize them efficiently (Harmer, 1983:2000). The goal of ELT class management is to create atmosphere conductive to interacting in English in meaningful ways (Gebhard, 1996:69). Efficient classroom management can be achieved when the following three conditions are met: the first, the teacher plays appropriate roles; the second, the students are grouped in a way suitable for the activities; the third, there is discipline and harmony in class. It is essential for us teachers to change our teaching concept in our minds and adapt ourselves to the new educational trend, using Learner- based Teaching, sometimes, we teacher can not make every class 100 percent learners-centered for some realistic reasons. But we can try our best to create as many meaningful activities as possible in class.#p#分页标题#e#
2. Teachers’ Role in Learner- Based Teaching
As Wang Qiang and Wang Lei (2000) stressed, the urgent need for the changes and developments in teachers is based on the following reasons.
1) With the rapid social and economic development, and in the light of the world knowledge economy and information technology, there is an increasing demand for English. A higher level of ability to use the language in communication is very much stressed.
2) Quality education is to be implemented at all the levels in China’s educational system, and this assumes the existence of a holistic approach to education. Education should nurture students’ creativity and improve their practical abilities.
3) Reforms in education at all levels were launched and a new English curriculum for schools began to be designed in 1999. It was piloted in 2001 and will be implemented fully in about three to five year’s time.
4) To pave the way for the implementation of the new curriculum, and to address present needs and changes, the 1993 syllabus was revised in early 2000 and became effective in September 2000.
Obviously, the above external factors have brought teachers in China to the point of having to change, whether they want to or not. However, there remain the questions of whether the teachers are ready for these changes and how changes and developments can happen. Change and development in education are considered as a process, in which school improvement and management is one of the perspectives from which to look at issue of change (Fullan, 1993; Hargreaves and Fullan, 1992). Another perspective is to consider changes in teacher’ mental models, beliefs, and perceptions regarding students’ minds and learning (Guskey and Huberman, 1995). Though a number of studies report positive changes in teachers’ perception and behavior (Huberman and Miles, 1984; Mevarech, 1995; Huberman, 1995; Guskey, 2002), other studies on the effects of staff development programmes indicate that teachers’ perception are rather stable and changes to teachers’ perceptions brought by staff development programmes are not significant (Guskey, 1989; Mevarech and Netz 1991). Shulman (2000) even pointed out that people’s deeply held, private, and intuitive theories were difficult to change as conceptual change was engaged in a process that was deeply emotional as well as cognitive.
Therefore, with regard to the situation in China, where the teachers have no other choice, but to cope with the changes and developments, what is important in this study is to understand the process of change and to understand the pain, or joys, the teachers are experiencing, so that teacher preparation and teacher development projects can contribute to such change. With these basic principles in mind, rather than working out a framework of teachers’ knowledge or beliefs, the research indicated that any change in knowledge, beliefs and behavior is a complicated issue which must take into account both the teachers’ mental world and the context in which they work. Change cannot happen in a vacuum, it takes place in an ecological system in which cognitive aspects and social aspects are intertwined. Change and development in different contexts should be differently handled because of differences in politics and systems. In the unique system of China, these differences obviously play a crucial role in the change and development of the teachers (Wu Xin, 2005). Wang Qiang and Wang Lei (2000) claimed that English Language Teaching in china was entering a new phase of rapid development. Teaching training and materials development are all under way to prepare both teachers and students to meet the new challenge and changes. Teachers should adjust their views on language and language teaching and use a more student-centred approach, and teachers should provide more changes for students’ participation in ELT class teaching.#p#分页标题#e#
Although many people consider the role of teacher an important component of efficient classroom management, some researchers regard it as part of the design of a methodology or approach. As Richards and Rodgers (1986) pointed out, teacher roles are related ultimately to assumptions about language and language learning at the level of approach. That is, different approaches stipulate different roles for the teachers. So without confining our discussion to one particular approach, it is no good talking about teacher roles in ELT class. Based on the functions that teacher performs in different activities, Hamer (1983:201) defined the teacher’s roles as controller, assessor organizer, prompter, participant and resource provider.
Teacher can be an active participant in the Learner-based Teaching, genuinely taking part in the activities, contributing ideas and opinions, or relating personal experiences.
The teacher is also a helper and resource, responding to learners` requests for help with vocabulary and grammar. By providing what the language students ask for, at the time they actually need it to express themselves; the teacher can facilitate more effective learning.
At other times the teacher is a monitor, checking what learners have produced before they pass it on to other learners. Teachers benefit from practice if they keep on reflecting on what they have done (Stanley, 1999). It should be noted that teachers reflect on their work not only after they finish a certain the practice. Whatever the activity, a learner-based approach is aimed at narrowing the traditional gap between teacher and student. In learner-based Teaching, the teaching and the learning are taking place on both sides. 
3. Two Activities about Learner-Based Teaching
     Teaching is of communication, by communication and for communication. Communication includes the abilities of listening, speaking, reading and writing. Thus, in my teaching, I use various activities to practice grammar rules, to expand vocabulary, to provide a springboard for the writing. I think it is an effective way to make learner become the center of teaching.
E.g. English language item —— confirming
Steps: 1). Each learner takes a piece of paper and folds it in two. On one side the learners write the heading “I like”, and on the other side “I don’t like”.
2). Under each heading they write five things or activities they really like and dislike.
3). Learners then get into pairs and exchange their pieces of paper.
4). Student A first makes some statements in any order about the other student using the information from both columns, and student B has to confirm it.
A: You like milk.
B: Yes, I do.
A: You don’t like tea.
B: No, I don’t
5. They reverse roles.
This activity is proved to be a meaningful drill since it is crucial for learners to write true facts about themselves, otherwise they would be unable to respond quickly and correctly without consulting their own sheets. At the same time, the drill is useful for learners whose native language works in this way such as:#p#分页标题#e#
—You don’t like swimming. — Yes, I don’t. (Chinese learners at the beginning stage would easily make such a mistake.)
Then, I introduce another activity, its name “The Merry Alphabet”. This activity aims at expanding vocabulary through: (1). Learning new words from other learners. (2). Activating the individual’s passive vocabulary. (3). Looking up specific words in bilingual dictionaries. (4). Learning from the teacher (but only those words that learners specifically ask for).
Steps: 1). In pairs or groups of three, learners write the English alphabet in a column in block capitals, Letter A and Letter B.
2). Then they write one or more sentences with the first word beginning with the letter A, the second with the letter B and so on.
3). One pair writes their sentences on the blackboard.
4). The other learners ask the writers questions to clarify ambiguities or to expand the story: “How big was the beast?”
5). The writers improvise the answers.
     Language practice is doubled in learner-based Teaching because learners are involved in preparing as well as using the practice materials. They are clearly interested in how others will use what they have prepared (Liu Gailin and Zhang Weiguo, 2005).

Ⅴ.  Conclusion
In this paper, I have discussed the traditional pedagogy and its disadvantages, and introduce a new educational teaching–Leaner-based Teaching, also the subject of ELT class management. “Learner-based Teaching” can develop students’ learning ability. It’s a good way to give a new lesson. Students take part in various activities. This is also an effective way of developing students’ learning ability. So we teachers should provide more opportunities for students to learn. I have experimented with a new teaching method “Learner-based Teaching” in my English teaching as a tutor. By using “Learner-based Teaching” in my teaching, my students’ learning ability is developing quickly. My students have made great progress and got a good result. I am firm in my conviction I will develop students learning abilities and I can make great achievements in my teaching.

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