A Brief Analysis of the self—correction

She+Ali

【Abstract】Based on the theory of postmethod pedagogy and the teaching practice， this paper proposes a new teaching model— self-correction model， and explains it from the point of view of ecological theory in psychology.

【Keywords】self-correction model； ecological； theory

【中圖分類號】H31 【文獻(xiàn)標(biāo)識碼】A 【文章編號】2095-3089（2017）51-0112-01

1.Introduction

The teaching English forum compares TESOL （Teaching English to Speakers of other languages） as a roof of a high building. Four columns supporting the roof are linguistics， psychology， methology and the teacher （Zhou & Ma， 1986）. This article intends to explore the self-correction model from the perspective of ecological theory in psychology， “in order to benefit the English teaching and research” （Ge， 2004）.

2.The Concept of the Self-correction Model

Humans have never stopped the pace of exploration on the teaching method after the grammar translation in the eighteenth century. From the direct method， listening method in the second half of the nineteenth century till the elective view at the end of 1970s， “the choice of teaching methods has almost become the biggest problem for teachers” （Hu， 2002）. To explore a new way of acquiring the second language， this paper puts forward a new teaching model—self-correction model on the basis of ecological theory in psychology.

This “Self-correction Model” can be divided into the following six steps. Step 1， translating. The learner translates the native language into the target language. Step 2， comparing. the learner compares the learners language with the target language to find out the differences. Step 3， analyzing. The learner analyzes the causes of these differences. Step 4， correcting. The learner corrects the differences or error places according to the rules and forms of the target language. Step 5， memorizing. The learner abandons the error sentences and keeps the correct sentences of the target language in mind. Step 6， reproducing. The learner uses the correct sentences of the target language in other similar situations.

3.Ecological theory and the Self-correction Model

Ecological learning believes that the learner is not a passive subject to its environment stimulation but a meaningful interaction with the environment. （Sang， 2010）. The learner is an active constructor with a certain life mark and affection as well as faith. The current teaching is mainly a focus on imparting knowledge and a series of cognitive activities， thus the learning process is a process of transmitting information. However， the real purpose of the school education should teach the students to master life style the society needs and be capable of doing social practice. In the whole self-correction model， learners can be understood as the information detection in the environment and the performers with the intention. Learners can adjust the learning process through active activities， such as translation， comparison and analysis with the help of reflective practice， such as self-correction. That is to say， the intention（translation）， activity （analysis and comparison） and reflection（self-correction） of learning in a context constitute an interaction loop （see Figure1）.endprint

All the meaningful learning is realized through an interactive process like this. The learners are in a real learning environment with learning tasks （the translation of a given article）. The learners solve these tasks actively with reflection under the support of tools， resources， other learners or teachers support or guidance. Ecological learning view learning as not only a kind of cognitive practice， but also a social communication practice and practice of self-reflection. The self-correction model is an active process of participating in the practice for the learners and a process of reflecting and self-identifying with the help of experts and peers under the guidance of cultural tools and resources. It is an effective learning process and a process of individuals developing into independent learners.

4.Conclusion

The relationship between psychology and English teaching is far beyond the scope of psycholinguistics and cognitive linguistics. The role and application of psychological theory to English teaching can also be expanded to the study of learning motivation， learning method， learning experience and all external factors on the impact of learning achievement.

Reference

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