Correlation between innovative english teaching mode and psychological identity of the audience

Abstract

In China, the traditional English teaching mode is exam-oriented. It can no longer satisfy the needs of International communication, or stimulate the learning desire of college students. Drawing on cognitive psychology, this paper designs an innovative English teaching mode with mixed teaching strategies, and explores its correlation with the psychological identity of the audience. The proposed teaching mode and the traditional mode were compared through a control experiment on two groups of English majors from Hunan University. The results show that the innovative English teaching mode reduces some learning contents from the classroom, cultivates thinking ability of the students, and highlights the autonomous, individual learning; our teaching mode improved the psychological satisfaction of the audience by 47.73% and increased the psychological identity score of the audience significantly from the levels of the traditional mode. The research results lay a theoretical basis for the curriculum design of innovative English education.