This paper asks whether EFL teaching/learning can go beyond the structure-and-test-driven way
of learning, and address the universal human needs by a meaning-and-discussion-oriented learning
approach. Using college students as an example, this paper presents a discussion of applying
Whole Language concepts in the EFL setting, teaching strategies, syllabus design, and generating
discussion. The purpose is to examine whether EFL learners can be encouraged and motivated
through this transactional learning.
By using thematic unit study, relevant reading materials, well-designed discussion, and risk-free
environment Whole Language provides, this paper shows that learners not only develop linguistic
skills as well as cognitive ability but also improve their self-image and re-build self-confidence.
They realize that EFL learning can also touch their hearts, their lives, and their concerns rather
than just be an assignment and an academic burden. Students start learning EFL not just for exam
taking; they become more sensitive to human needs and more willing to voice themselves in
第十四屆中華民國英語文教學研討會英語文教學論文集=Proceedings of the fourteenth conference on English teaching and learning in the Republic of China，頁143-156