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Learning and Evaluation in English Language Teaching: A Deeper Learning Theory Perspective

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DOI: 10.23977/langta.2022.050107 | Downloads: 24 | Views: 867

Author(s)

Mu He 1, Hang Hu 2

Affiliation(s)

1 School of Foreign Languages and Literatures, Chongqing Normal University, Middle Daxuecheng Road, University Park, Chongqing, China
2 Faculty of Teacher Education, Southwest University, Chongqing, China

Corresponding Author

Mu He

ABSTRACT

This paper discusses English language teaching and evaluation from the perspective of deeper learning theory. Deeper learning is a learning style that pays attention to high-level thinking. It emphasizes that learners can understand the meaning of learning content independently and establish the connection between new and old knowledge to solve practical problems. The current situation of English language teaching and learning in senior high schools is introduced in detail and the existing problems are pointed out. On this basis, how and what students should learn English are depicted from the perspective of deeper learning theory. Pedagogical implications about how teachers should guide students to carry out deeper learning in the classroom and evaluate their learning are given.

KEYWORDS

English language teaching, English language learning, evaluation, deeper learning theory

CITE THIS PAPER

Mu He, Hang Hu, Learning and Evaluation in English Language Teaching: A Deeper Learning Theory Perspective. Journal of Language Testing & Assessment (2022) Vol. 5: 65-70. DOI: http://dx.doi.org/10.23977/langta.2022.050107.

REFERENCES

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