Implications from the Double 3A Interaction Theory by van Lier for the Tertiary English Education Reform in China

Education Science ›› 2019, Vol. 35 ›› Issue (1): 75-79.

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Implications from the Double 3A Interaction Theory by van Lier for the Tertiary English Education Reform in China

Tian Xiaojing¹, Leng Hui²

1. College of Comprehensive Foundation Studies, Liaoning University, Shenyang Liaoning 110136, China;
2. School of Foreign Languages, Liaoning Normal University,Dalian Liaoning 116024,China

Received:2018-12-20 Online:2019-01-15 Published:2021-06-17

Abstract

Abstract:

The double 3A interaction theory on foreign language education was proposed by the American scholar Leo van Lier in 1996. Based on analyzing the double 3A interaction theory, this paper elaborates on the super language awareness, autonomy of choice-responsibility as well as learning authentication. As an embodiment of the postmodern educational concept of generation, dynamism, diversity, harmony and openness, this theory contributes to the setting of student education goals, the cultivation of students' innovative thinking, the “learning community with students and teachers” and the improvement of the quality of tertiary English education in China.

Key words: double 3A interaction, Leo van Lier, English education reform

CLC Number:

G642

Tian Xiaojing, Leng Hui. Implications from the Double 3A Interaction Theory by van Lier for the Tertiary English Education Reform in China[J]. Education Science, 2019, 35(1): 75-79.

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References 22

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Implications from the Double 3A Interaction Theory by van Lier for the Tertiary English Education Reform in China

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