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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
English Language Teaching from the Perspective of Mediate Learning Experience
ZHOU Hong-fen
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DOI:10.17265/2159-5836/2022.04.009
Zhejiang International Maritime College, Zhoushan, China
This paper is intended to discuss what English teachers can do to promote English learning, and seek out a method to compensate for the weaknesses we have in English language teaching, from the perspective of Feuerstein’s Theory of Mediated Learning Experience (MLE). From the research of Feuerstein’s theory, we can find it challenges some traditional thoughts and has brought some innovative ideas to education. It considers the role of the mediator a key factor in effective learning and puts forward the tool for dynamic assessment. The quality of the MLE interaction is best described by a series of twelve parameters, which one would hope to find in the adult/child learning interaction, and which contribute to cognitive enhancement and development. I will take three parameters of MLE—Intentionality and reciprocity, Transcendence, Mediation of meaning—which are of great significance to language teaching, to discuss the educational context in China, and to elaborate the implications of Feuerstein’s mediation theory on EFL teaching.
intentionality and reciprocity, transcendence, mediation of meaning
Journal of Literature and Art Studies, April 2022, Vol. 12, No. 4, 366-372
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