A Case Study on Tertiary-level FLT nFrom the Perspective of Humanistic Teaching in China

Zhang Yong

doi:10.31686/ijier.vol3.iss11.470

Authors

Zhang Yong

China West Normal University, China

DOI:

https://doi.org/10.31686/ijier.vol3.iss11.470

Keywords:

humanistic teaching, basic features, case study, pedagogical suggestions

Abstract

Since the 1970s, the appearance of humanistic teaching has aroused widespread interest of foreign language teachers. People began to turn their attention to learners’ variations in order to find some new ideas which can be more effective in promoting FLT and personal growth, namely, there appears a humanistic trend which focuses on the students’ affect in learning process, student-centeredness and the individualistic teaching. In order to know whether humanistic teaching has been employed by teachers in tertiary-level FL classrooms in China, a case study has been conducted. Based on the findings of the case study, this paper also proposes a way to apply more humanistic teaching to tertiary-level FLT by exploring some important factors concerning foreign language classroom teaching.

Author Biography

Zhang Yong, China West Normal University, China

School Of Foreign Languages

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