English language teaching has been a focus in China, and the issue that the English teaching costs a lot and gains little has been existent for a long history. Some think that the problem is attributable to the stagnation of the syllabus and course materials, as well as the prevalence of test-orientated education. Some argue that the problem lies in the fact that there lacks an English language environment in China. This paper will put forward two facts having great impacts on English teaching and learning which cannot be ignored. One is that the teaching classes are large and heterogeneous, and the other is that English is a foreign language, not a second language, in China. In order to seek out a method to compensate for the weaknesses, this paper is intended to discuss what English teachers can do to promote English learning from the perspective of Feuerstein’s Theory of Mediated Learning Experience (MLE). The quality of the MLE interaction is best described by a series of twelve parameters, three of which will be taken to discuss the educational context in China, and elaborate the implications of Feuerstein’s mediation theory on EFL teaching.
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- The Implications of Feuerstein’s Theory on EFL Teaching
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