Abstract—Mirror-image language learning approach offers a vivid drilling for students to practice by themselves after class and valid language input for students to learn more by themselves. The approach follows the four steps. Firstly, teachers audio tape students ’ spoken English in class, individual or paired. That may include student’s question-answering, conversations and discussions. Secondly, teachers listen to them carefully and mark those mistakes and mispronunciations. Thirdly, teachers send those audio materials back to the students involved and ask the students to listen to them carefully and correct mistakes, try to avoid them and improve fluency. Last, teachers select the audio materials of high quality to send them to students in class and ask the students to learn. The advantages of the approach are self-evident. Students can get to know exactly their mistakes and correct them. Data shows it is more effective than teacher’s correction in face. At the same time, students are quite interested to listen to such listening materials since they a reproduced either by themselves or by their friends. At last, the approach offers teachers an effective way to supervise students ‘learning after class.

Index Terms—Language learning, mirror-image approach.

Li Lin is with the Northwestern poly-technical university in P. R. China(e-mail: lixingood2001@163.com).

[PDF]

Cite: Li. Lin, Member, IACSIT, "The Application of Mirror-image Approach in Language Teaching," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 2, no. 3, pp. 193-196, 2012.