Teacher Roles in Communicative Language Teaching in Middle School1

1、中學(xué)英語教師在交際教學(xué)法中的角色teacher roles in communicative anguage teaching in middle schoolcontentsabstract.1key words.11. introduction.22. literature review.32.1 historical and theoretical background to clt.32.2 clt in china.52.3 traditional english teaching style.52.4 traditional english teacher.73. roles of

2、 english teacher in clt.73.1 classification of teacher roles in clt.73.2 the teaching strategies of the teacher in clt.93.3. teachers function.114. capabilities of qualified teachers.114.1. morality and personality.124.2. willingness to embrace new concepts.124.3. occupational capabilities.124.4. re

3、search capabilities.135. conclusion .13references.13teacher roles in communicative language teaching in middle schoolabstract: in order for students to achieve fluency, teachers must consider implementing a complete communicative language teaching curriculum for teaching english. communicative langu

4、age teaching (clt) has become a fashionable methodology of teaching foreign languages in middle schools in china in recent years. it is wildly used in middle school. it pays systematic attention to functional as well as structural aspects of language, combining these into a more fully communicative

5、view. the teacher will play different roles while teaching, only when the teacher well-do his or her job, can the class be effective to students learning. this thesis investigates the multiple roles of teacher, analyzes the capabilities of a qualified teacher, and introduces the development of clt a

6、nd the application in middle school in china.key words: clt; teacher roles; capabilities of a qualified teacher 摘 要：近年來，隨著人們對語言認(rèn)識的改變，外語教學(xué)越來越強調(diào)交際能力的培養(yǎng)。作為當(dāng)今外語教學(xué)的主流方法，交際教學(xué)法跳出了傳授知識、培訓(xùn)技能的誤區(qū)，注重培養(yǎng)學(xué)習(xí)者的語言交際能力。交際語言教學(xué)法是一種強調(diào)學(xué)習(xí)語言目的是培養(yǎng)交際能力的外語教學(xué)方法，產(chǎn)生于20世紀(jì)70年代初期，在短短的十年之內(nèi)，就被大多數(shù)英語教師所接受，并且在英語教學(xué)中起支配作用。交際教學(xué)法一方面需要教師有很寬廣的

7、知識面，甚至是超出本專業(yè)的知識；另一方面，它要求教師有較強的語言運用能力。同時，教師在運用交際教學(xué)法進行教學(xué)的時候?qū)缪菀恍┎煌慕巧?一位好的英語教師不僅應(yīng)該擁有較高的專業(yè)水平，還應(yīng)善于運用交際技巧激發(fā)學(xué)生學(xué)習(xí)的積極性。本文闡述了介紹了交際教學(xué)法的產(chǎn)生和發(fā)展，交際教學(xué)法的實質(zhì)，研究了教師的多重角色，探討了好教師的必備素質(zhì)，并且介紹了交際教學(xué)法在我國的中學(xué)英語教學(xué)中應(yīng)用時出現(xiàn)的一些問題。關(guān)鍵詞：交際教學(xué)法；教師的角色；好教師的素質(zhì)1. introductionas we speed toward and into the 21st century, we can indeed take so

8、me pride in a sophisticated accumulation of knowledge about second language learning and teaching. such was not always the case. language teachers in the middle part of the 20th century witnessed the “birth” of a disciplined approach to second language learning and teaching, but the nascent professi

9、on was hard put up to come up with viable answers to questions about how to teach interactive skills in the classroom. by 1970s, second language acquisition was establishing itself as a discipline in its own right, asserting its place as not merely an offshoot of linguistics of psychology. teaching

10、is considered the most demanding and challenging social activities in our society, with the ultimate goal of training students to acquire the ability to communicate in english. its generally agreed that good teaching is good communication between teacher and students and also among students and the

11、best efficiency in a classroom comes from effective co-operation between the teacher and the students. therefore, teacher roles can be vital to the effect of the language learning. traditionally, the evaluation of a teacher has depended on the amount of knowledge he or she put into the students head

12、s: the more, the better. as a result, the image of a successful teacher has been the one who can input a large amount of knowledge and information while standing on the platform of the classroom. as scrimshaw points out, if using a theater analogy, the traditional instructor serves as the lead actor

13、-the one who must carry the show, even though there is allowance for other characters to interact. in a class of such a kind, the teacher is the unquestionable authority who dominates the class from the beginning to the end, while the students are just the passive accepters. a considerable amount of

14、 time is spent on the explanation and analysis of grammar, sentences, phrases, words and their usages with comparatively little time on exercises and practice. when the communicative approach is introduced into the classroom, emphasis is laid on the four related language skills, reading, writing, li

15、stening and speaking. in this learner-centered class the teacher has to shift his or her role from a dominant teacher to an organizer or a director, because the goal of language teaching is to enable students to use the target language to communicate efficiently in real life. thus, the teacher can o

16、nly take a dominant role only when his or her expert knowledge is needed for the explanation of the difficult sentences. teachers and students all participate in the teaching and learning process, which breaks down the traditional teaching patterns.the new curriculum criterion for senior high school

17、 exhibits bran-new english teaching methodology, it definitely clarifies that the major task of the basic education is to stimulate and cultivate the students interest in english learning, make the students be self-confidence in it, form good habits of studying and adopt efficient strategies of stud

18、ying english. it is well known that in our english teaching, first of all, the teacher tries his/her best to cultivate students, make them be enthusiastic in learning english. under the idea of clt, we should adopt all kinds of useful means of teaching fully utilize them in classroom, where the stud

19、ents improve their language skills.communicative language teaching is a kind of foreign language teaching which emphasizes that the goal of language learning is communicative competence. it is a wildly used good methodology in high school. it pays systematic attention to functional as well as struct

20、ural aspects of language, combining these into a more fully communicative view. according to littlewood, clt may have the following particular features:1it aims to teach the language needed to express and understand different kinds of functions, such as requesting, describing, complaining, exchangin

21、g, etc. 2it emphasized the process of communication through which learners learn the language and develop their competence by appropriate use of the language, performing classroom tasks and interacting with other people.3it is learner-centered. learners are not passive recipients. instead, they acti

22、vely participate in classroom learning process, performing tasks and taking the responsibility of their own learning.according to clt, the teacher has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants a

23、nd the various activities and the texts. the second role is to act as an independent participant within the learning-teaching group. the latter role is closely related to the objectives of the first role and arises from it. these roles imply a set of secondary roles for the teacher; first, as an org

24、anizer of resources and as a resource himself, second as a guide within the classroom procedures and activities. a third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of le

25、arning and organizational capacities. other roles of assumed for teachers are needs analyst, counselor, and group process manager. 2. literature review2.1 historical and theoretical background to communicative language teaching (clt)the communicative language teaching originated from the changes in

26、british language teaching tradition dating back from the late 1960s. the framework of the communicative approach has expanded in mid-1970s. until the early 1980s, the communicative approach sprung up in the field of second language pedagogies of china. from then on, the communicative approach brough

27、t great reforms to second language teaching and learning. it aroused peoples awareness of the development of communicative competence.within the last quarter of the 20th century, clt had been put forth around the world as the new or innovative way to teach english as a second or foreign language. te

28、aching materials, course descriptions, and curriculum guidelines proclaim a goal of developing the students communicative competence. current journals and books on foreign language teaching have revealed quantities of research findings on clt. the origins of clt can be traced to concurrent developme

29、nts in both europe and north america. in europe, the language needs of a rapidly increasing group of immigrants and guest workers, as well as a rich british linguistic tradition including social and linguistic context in description of language behavior. it led the council of europe to develop a syl

30、labus for learners based on notional-functional concepts of language use. language functions were based on an assessment of the communicative needs of learners. the term “communicative” attached itself to program that used a notional-functional syllabus based on needs assessment, and the language fo

31、r specific purposes movement was launched. other european developments focused on the process of communicative classroom language teaching. meanwhile, in the united states, hymes (1971) had reacted to chomskys characterization of the linguistic competence of the ideal native speaker and, retaining c

32、homskys distinction between competence and performance, proposed the term “communicative competence” to present the ability to use language in a social context, to observe sociolinguistic norms of appropriateness. communicative language teaching derives from a multidisciplinary perspective that incl

33、udes, at least, linguistics, psychology, philosophy, sociology, and educational research. it starts from a theory of language as communication. the goal of language teaching is to develop students communicative competence. this communicative competence does not only involve the students ability to d

34、eal correctly with language usage, but also includes the ability to use it appropriately in a real situation. language teaching is inextricably linked with language policy. the selection of methods and materials appropriate to both the goals and the context of teaching starts with an analysis of lea

35、rners needs and styles of learning, socially defined. as has already been mentioned previously, the central theoretical concept on communicative language teaching is “communicative competence”, a term introduced into discussions of language use and second or foreign language learning in the early 19

36、70s, and developed in the 1980s and the 1990s.2.2 clt in chinain china, foreign language teaching methods are influenced by the language teaching methods abroad, and on the other hand, governed by the social needs. they fall into two schools, the traditional school and the reform school. the traditi

37、onal school mainly refers to the grammar translation method which emphasizes developing students grammatical competence while the reform school mainly refers to the communicative approach. clt was introduced into china in the early 1980s and has become popular since then. particular attention has be

38、en paid in recent years to the cultural appropriateness of the communicative approach as its goals and procedures have been imported into the non-western cultures. “cultural appropriateness” is a term which is relevant to both institutions such as schools and the wider society which forms their cont

39、ext. in china, for example, the school culture of teacher-centered classrooms with a focus on the transmission of knowledge has been influenced partly by wider cultural notions of the teachers authority as expert and leader. the adoption of clt in china in the past decades have raised quite a few im

40、portant issues such as teacher training, materials development, class size, understanding of authenticity, and testing and evaluation. of course the hottest issue is whether clt is appropriate to local contexts and cultures, and how it might be adapted and used by teachers and learners in different

41、teaching situations.2.3 traditional english teaching style traditional english language teaching pattern can be generalized as textbook-centered and classroom-based. the textbook is the only resource for both teachers and students. in a most common english class a teacher usually starts with explain

42、ing the new words and phrases of a new text, and then the content in the text. while explaining each paragraph, he may add new language points or point out some important grammatical knowledge. to make students acquainted with the language points and grammatical knowledge, he may organize them to do

43、 some relative practice or drills and check answers. after explaining the text, the teacher may give some assignments (usually from the exercise part following the text) to students and finally correct their homework. thats how teachers organize the class using a textbook in a classroom. what studen

44、ts need to do is listen to the teachers explanation and take notes and review the old text and preview a new one. in this teaching pattern, the classroom is the basic place for students to learn knowledge from the teacher and the textbook. students previewing and reviewing and some extracurricular l

45、earning activities are supplementary to classroom learning, so not compulsory. if a student makes good preparation before a class, he may have some questions and general ideas about the text in mind. while he listens to his teachers explanation he can get more than those who have no ideas at all. if

46、 he reviews what he learns in the class regularly and repeatedly, he will surely obtain a good result from this helpful learning process. on the contrary, if a student doesnt form such a learning habit and greatly relies on teachers instructions, he may possibly get less from the classroom teaching.

47、 so it is a common phenomenon that students sitting in the same classroom have quite different results in learning. the key to the problem doesnt lie in the teachers work but lies in the students initiation and learning habits. students dont bother to set up their own goals or make up their study pl

48、an or arrange their own daily learning activities, or may be weekly activities or monthly activities, for what they should learn and how to learn are absolutely under their teachers control. in the classroom teaching pattern, there is no way to distinguish teaching from learning in the sense of time

49、 because students learning activities are involved in teachers teaching activities. in a broader sense, that is, if the forty-five minutes in a class can be extended to the preparation stage, teachers teaching activities are ahead of students learning activities. a great problem arising from this ki

50、nd of english language teaching pattern is that students are used to waiting passively at the receivers end instead of actively producing new things.english is learned rather than taught. that is what is wrong with chinas english teaching. great deals of human resources have been put into futile eng

51、lish teaching. a surprising waste, isnt it? however it is very difficult to get corrected with the traditional english teaching. so we have to take every effort to break away with the traditional teaching style. the english teachers are doctors and english learners are patients. doctors are supposed

52、 to produce a very helpful remedy for the patients. how? sometimes he or she can do it by himself or herself. but in most cases doctors have to meet one another to decide on a remedy plan for a specific group of learners. maybe various teaching expert panels are needed. to create an environment for

53、english learners is very important.2.4 traditional english teachersstudents often think of english teachers mainly as people who know everything about english and explain it all to students. in this way of thinking, the english teacher is a “sage” more or less like confucius, and the main role of th

54、e teacher is to give her/his knowledge to students. this view of english teachers is not entirely wrong; after all, english teachers do know more about english than their students do, and part of the job of english teachers is to teach students what they know about english. however, in many ways, an

55、 english teacher is more like a “coach” or a “piano teacher” than a “sage” why? the main reason is that learning english doesnt just involve gaining knowledge. an equally important part of learning english is developing skills, and skills can only be developed by practice. just as a coach cant make

56、someone a good runner just by explaining how to run, an english teacher cant make students good speakers (readers, writers, etc.) of english just by explaining english to them. instead, like a coach, a teacher must help students learn how to practice effectively, and also encourage them to practice

57、a lot even when the teacher is not around. sometimes people criticize the traditional teaching method in china, saying it is too much like” stuffing ducks” (teachers stuff students with knowledge).learners in classrooms characterized by a transmission model of learning are cast in a relative passive role. they are passengers, being carried forward in the learning experience by the teacher. in language classrooms operating within such a transmission mode, learners practice patterns provided by teachers, textbooks, and tapes. they are thus cast into passive, reproducti