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关键词：皮亚杰理论，大学英语听说课程，学生
CONTENTS
Acknowledgments………………………………i
Abstract………………………ii
摘要……….iii
1 Introduction.1
2 Brief Introduction of Piaget’s Cognitive Theory.2
2.1 Principles2
2.2 Stages of Cognitive Development.3
2.3 Factors Affecting Cognitive Development3
2.4 Influence.4
3 Survey on Current Situation of CETLSC5
4 A Case Study 7
4.1 Subjects.7
4.2 Materials7
4.3 Methods of Testing Learning Effectiveness.8
4.4 Arrangement of Traditional Class8
4.4.1 Arrangement of Traditional Class9
4.4.2 Arrangement of New Class9
4.4.3 Comparison9
5 Overall Analysis of Current Problems of CETLSC.10
5.1 Causes of Textbook.10
5.2 Causes of Teachers’ Teaching Methods10
5.3 Causes of Arrangement of Curriculum.10
6 Rationalization of CETLSC Based On Piaget Theory11
6.1 Reform on Textbook.12
6.2 Improvement on Teachers’ Teaching Methods.13
7 Summary.14 Bibliography .15
1． Introduction
Few people could not admit the fact that the desire for a good command of English is universal, proficient speaking and listening skills in particular. People with unfailing passion in learning English, especially college students, have mushroomed in the late decade. Consequently, there has been a surge in students admitting that they have so reached the zenith of English learning, that they can get marvelous grades in CET-4 or CET-6 with ease. Nonetheless, rather poor performance in English speaking and listening is prevalent in college. The phenomenon that a extreme majority of people who are excellent in English writing and reading but impotent in oral English is called deaf-and-dumb English, which tremendously frustrates EFL(English as foreign language) learners when they communicate with foreigners in their daily life. For example, though quite a few college students can easily finish a 200-word scientific composition, but some of them still feel uncomfortable and puzzled about how to greet people appropriately in different contexts. Another sound example is that students know a large number of abstract, complicated English vocabulary, such as “phenomenon”, “hypocrisy”,“bliss”, but they constantly scratch their head over the accurate pronunciation of “thank you”.
With the acceleration of globalization and the update of technology over telecommunication and transportation, international communications via telecommunication and face-to-face talks could not be of more importance than any time in the course of human civilization. People are so desperate for diminishing the disparity between their written English and oral English as to contemplate every possible reason. Some assume that radical differences in pronunciation between Chinese and English have formed a major, formidable language barrier; according to more people’ s perspectives, traditional examination- oriented education pattern is to be blamed for this predicament. Students, teachers and parents pay much more attention to the grades of writing, reading comprehension than the ability to speak and communicate in English; some also hold the notion that when students learn English, they are devoid of the necessary atmosphere for English speaking. All these factors above actually take root in the irrational, unbalanced English educational mode, especially, in English listening and speaking course. English listening and speaking course has been deemed as routine course with boredom and dullness by some college students. Actually the majority of students passively participate in the course and lack in interest and motivation. Moreover, teachers dull teaching methods, such as watching movie, listening to listening material and reading textbook, fail to attract students’ attention and eventually account for their poor performance in listening and speaking practice. Therefore, educationists, teachers and parents suggest that potent reforms be badly needed to improve the quality and efficiency of the course. This paper is to emphasizes on important educational foundation and information, which can prove how Piaget’ theory of cognitive development impacts the students in the course of learning English as their second language.