In essence learning is brain work. An approach of learning that claims to fit the way the brain works is examined in this paper. Brain-based learning brings out great importance of environment, meaningful content and learners’ uniqueness in effective learning. This paper discusses the remedy function of this approach in China’s EFL teaching and learning in three aspects, with an aim to offer some inspirations in EFL policy making and classroom teaching and learning.

Zhan Jing. Brain-based Learning: A Remedy to Teaching EFL in China. Frontiers in Educational Research (2019) Vol. 2 Issue 11: 26-31. https://doi.org/10.25236/FER.2019.021105.

[1] Caine R, Caine N (1994). Making connections: Teaching and the human brain. NJ: Addison Wesley. 
[2] David Nunan (2001). Second Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press.
[3] Jack C. Richards, Theodore S. Rodgers (2009). Approaches and Methods in Language Teaching. Beijing: Foreign Language Teaching and Research Press.
[4] J. A. Lackney (1997). Twelve design principles for schools derived from brain-based learning research. Schoolhouse Journal, no.7, pp.92-93.
[5] Jensen, Eric (2000). Brain-based learning: The science of teaching and training. California: Crown in Pr.
[6] Jeremy Harmer (2010).  How to Teach English. Beijing: Foreign Language Teaching and Research Press.