What can Teachers Do to Promote Learning

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【摘要】本文旨在通过对调和理论这一社会交际理论的简要阐述， 探讨如何将这一理论应用到外语课堂学习过程中，以期达到指导教师如何促进学生的学习，同时兼顾学生的理解接受能力和课堂参与的目的。

【关键词】调和理论；教师角色；学生参与

As we know, teachers should not only be aware of their belief of education, but also know how their actions influence the learning in class. This chapter introduced the theory of mediation which has played a central role in all social interaction theories, and the application of mediation theory in language classroom.

For Vygotsky and his followers, mediation refers to the use of “tool”. The most important of these tools is symbolic language. And the mediation can help students enter and pass “zone of proximal development” (ZPD). “Zone of proximal development” is the term used to refer to the layer of skill or knowledge which is just beyond that with which the learner is currently capable of coping (Vygotsky). This theory is very attracting, but Vygotsky did not offer much in the way of practical advice as to how ZPD might be helpful employed in the classroom, and it has been left to others to find effective ways of doing so. In the field of second language acquisition, the inter-language theory holds that a learner’s knowledge of the language is gradually re-shaped as it more closely approximates to the target language. The ZPD can be seen as complementary to inter-language theory. Because this theory conceives of each learner’s understanding of the language system as being gradually reshaped as it develops and more closely approximates towards the target language system. The ZPD can be seen as the next level of understanding in the learner’s language. But what role do teachers can play in this process?

Feuerstein theory of mediation answers this question. He points out that mediators or mediating adults refer to this important person such as parents, teachers or peers in the child’s learning. This theory involves helping learners to move into and through the next layer of knowledge or understanding. But Feuerstein gave the lack of attention to the learner’s contribution to the mediating process. Because it is important to see the child as an active participant in the mediation process, and that this process is truly interactive rather than unidirectional. Moreover, He emphasizes the centrality of mediated learning experience above all else in cognitive development and learning to learn, which will lead to the “culturally deprived.” “Culturally deprived” is used by Feuerstein to refer to those who have been denied access to their culture. So it is important to establish that mediation involves interaction between mediator and learner, and that the learner is an active participant in the process.

Therefore, during the process of teaching and learning, teachers should lay emphasis on the interaction part, and take students’ understanding and participation into consideration, as well.