The Theoretical Foundation and Localized Construction of the 5E Instructional Model in English Language Teaching

Abstract

The 5E instructional model originated from the curriculum research of the Biological Sciences Curriculum Study (BSCS) in the United States, with its philosophical foundation rooted in constructivist learning theory. In recent years, this model has been widely applied in China's English teaching reform. However, during the process of interdisciplinary transplantation, problems such as vague theoretical interpretation and mechanical application have emerged. This study aims to clarify the inherent logical connection between the 5E model and English subject teaching from a theoretical perspective. Firstly, the paper traces the constructivist origins of the 5E model, analyzing the alignment between its "inquiry cycle" and Dewey's "learning by doing" and Piaget's cognitive constructivism. Secondly, based on second language acquisition theories, it focuses on how the model responds to the "Input Hypothesis" (Krashen), "Output Hypothesis" (Swain), and "Interaction Hypothesis" (Long) in language learning, demonstrating how the "Exploration" phase facilitates comprehensible input, and how the "Explanation" and "Elaboration" phases drive pushed output. Thirdly, the study focuses on the localization path of this model within the context of Chinese foreign language teaching, pointing out that the "Exploration" phase needs to integrate "focus on form," and the "Evaluation" phase needs to integrate formative assessment with the examination-oriented needs of Chinese classrooms. Finally, it attempts to construct a theoretical framework for the 5E model in English teaching that integrates Chinese and Western perspectives, balancing language and cognition.