Different Kinds of Classes Adapted in English Learning in Chinese Primary School

DOI

10.2991/978-2-494069-89-3_168How to use a DOI?

Keywords

second language education; children; student-centered classrooms; teacher-centered classrooms

Abstract

With the globalization of the economy, learning a second language is becoming more and more important in more and more countries. We all know that classroom teaching is one of the important forms of learning and that there are two opposing classroom forms, the teacher-centred classroom and the student-centred classroom, so what are the effects of these two classroom forms on language learning? This paper investigates the effects of the teacher-centred classroom and the student-centred classroom on Chinese primary school students' knowledge of adjectives in the context of English, and assesses them using a written test. Reflections are made on the shortcomings of the experiment and the confounding factors that influenced the results. Finally, suggestions for improvement are made for Chinese English classroom teaching in the hope of improving the effectiveness of language education.

These authors contributed equally to this work and should be considered co-first authors.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Xizi Wang
AU  - Sitong Ren
AU  - Banruo Liu
PY  - 2022
DA  - 2022/12/30
TI  - Different Kinds of Classes Adapted in English Learning in Chinese Primary School
BT  - Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)
PB  - Atlantis Press
SP  - 1471
EP  - 1477
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-89-3_168
DO  - 10.2991/978-2-494069-89-3_168
ID  - Wang2022
ER  -