OUTCOME-BASED EDUCATION FOR ENGLISH TEACHING REFORM IN THE ERA OF THE “POST-METHOD”

Ma Yan,Zhang Shuyue

doi:10.46827/ejlll.v5i3.304

Abstract

“Post-method” language education is a new trend in foreign language teaching after the “method era”. “Outcome-based Education (OBE)” is an important theory for students’ learning development because it is students-centered and focuses on students’ performance. Combining the Post-method teaching system, and based on the OBE concept, we aim to explore the reforms of college English in the Post-method teaching era. We discussed the characteristics of teachers and students under the concept of OBE and analyzed the ways to carry out OBE in college English teaching. We hope that it will go beyond the limitations of traditional Chinese college English teaching theory and practice and bring new insights into college English teaching reforms.  Article visualizations:<img src="/-counters-/edu_01/0994/a.php" alt="Hit counter" />

Highlights

“Post-method” teaching helps college English teachers rid themselves of their dependence on a unified teaching method
They can design their teaching based on their deep reflection on the teaching environment, teaching rules, teaching models and students’ needs and feedback and make an innovative breakthrough in the theory and practice of college English teaching (Rao and Ji, 2014)
In the Post-method era, a large number of new learning modes and teaching concepts have emerged, which are widely used in foreign language teaching, such as MOOC, flipped classroom, SPOC, etc

Summary

Introduction

Based Approach, and the Immersion Approach in the 1980s. these teaching approaches and methods in the era of “methods” have played a positive role in English teaching, there are inevitably various defects and deficiencies because they cannot fundamentally solve the problems of “high input but low output” in English teaching. American scholar Brown (2002) used the metaphor of “death” to indicate the uselessness of methods This criticism of and doubt about methods urged many scholars to find a new way out for language teaching, so the “Post-method” era of English teaching came. “Post-method” teaching helps college English teachers rid themselves of their dependence on a unified teaching method. They can design their teaching based on their deep reflection on the teaching environment, teaching rules, teaching models and students’ needs and feedback and make an innovative breakthrough in the theory and practice of college English teaching (Rao and Ji, 2014)

Theoretical Basis of “Post-method”

OBE Theory

Practice of OBE in Foreign Language Teaching in “Post-method” Era

Conclusion