英语论文网

Chapter One Literature Review

1.1 Foreign Research
It is not difficult to find from the collection of literature that scholarsin English language teaching theories have made quite a few positivediscussions. Influential researches on English teaching constructiontheory can be traced back to 1970s to 1980s. Swiss Piaget (J.Piaget)proposed that cognitive structure is throughout the process of assimilationand gradually constructed a new equilibrium –'balance - imbalance,' andthis cycle has been continuously enriching, improving and developing.Some scholars, teachers and students always bring their personalperception of the world into tasks, which is a result of the dynamicprocess of interacting with the environment. Since the beginning of the20th century, American scholars such as Maslow (A. Maslow) and Rogers(CR Rogers) advocated that from the humanistic point of view, the role ofteachers should be 'learning facilitator' instead of just 'teacher'.Furthermore, they believed that the key factor to promote students is thepsychology of learning, rather than the professional knowledge, skills,teaching materials, etc. These factors are presented in the teacher-studentrelationship.This view emphasizes the important status and role of emotions inteaching activities. Overseas researches of the impact of emotional factorson teaching began in the 1960s. Rozanov came up with the creation ofpedagogy as well as the emotional goal. Bloom proposed classificationsystem in 1970s. And Chinese scholars started this kind of studies in theearly 1980s by 'Happy Education' experiments conducted in Shanghai.These discussions regarded the objective of teaching as the emotionalneeds rather than the cognitive needs of individuals. Advocates pay closeattention to people’s emotional factors in teaching practice. Foreignscholars have affirmed the important role played by emotions in teaching,and advocate that in the actual teaching process, teachers should be active,and reasonably use the emotional factors to maximize the teachingeffectiveness. T.Hutchinson and A.Waters said: 'truly distinguished ESPand EGP means awareness of the needs, not the needs of itself.' Manyscholars have realized the importance of needs analysis, emphasizing theuse of ESP on demand theory to guide our practical teaching. Sincevocational education has the same situation, the current social needs ofstudents should be emphasized. Australian scholar Luo introducedepistemological theory into the field of management.
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1.2 Domestic Research
English has been the most popular foreign language learned in ourcountry since the reform and opening up to the outside world. Researcheson English teaching methods have started very early. There were teachersand scholars who studied English teaching as early as 2000.Chinese Ministry of Education proposed policy for development ofvocational education in 2005, and promulgated the 'Opinions tocomprehensively improve the teaching quality of higher vocationaleducation' requirements in 2006. During this period, a large number ofscholars and vocational school teachers in China launched more extensiveresearches on vocational English teaching.Jiang Bin (2002) pointed out that English basis of vocationalstudents was poor and uneven in his paper 'Basic English TeachingSituation of Vocational thinking'. Moreover, the narrow-minded andconservative teaching guidance cannot meet the requirements of thedevelopment of