A Survey of English Classroom in China
ABSTRACT
Teaching is an art as well as a science. With the reform of English teaching, teachers come to get a comprehensive understanding of the new notions and methodologies on English language teaching. However, how to apply the theories to practice successfully as well as the effects on the application deserves serious consideration. We need to look for a way to improve the standard of English teaching effectively. This essay aims to analyze some of the undesirable problems in English teaching and help teachers acquire the effective approaches to solve these problems they inevitably encounter.
What is an excellent English class? It is neither simple accumulation of thousands of English words and phrases, nor endless sentence pattern drills, let alone the boring repetition. It should be full of humanity, culture, and affectivity, that is to say, the teacher should give his or her students a precious gift—the strong desire to learn.
Key words: English teaching disadvantages the improvement of standard of teaching
英语课堂教学研究
摘 要
教育不仅是一门艺术，也是一门科学。伴随着英语教学改革的春风，广大英语教师对教学的新理念和新方法有了全面的了解和认识。但如何在课堂教学中科学成功地去应用，以及运用的成效如何，至今都还不能说完美无缺。在实际的教学过程中，还存在许多问题，需要深入去探讨和研究，寻找一条实际高效教学之路。此文针对当前英语教学课堂的主要不良现象，逐一进行研究，使广大英语老师对课堂教学中的弊端有一个全面清晰的认识，从而找到有效的思路来提高教学质量和教育水平。
一堂优秀的英语课应该是怎样的呢？不是大量英语单词的堆积，也不是无休止的句型练习，更不是枯燥乏味的抄写。一堂优质的英语课应当充满人文性，文化性，情感性。激发学生浓厚的学习兴趣是英语教师应该给予学生们的一件珍贵礼物。
关键字： 英语教学 弊端 教学质量的提高
Contents
ABSTRACT…………………………………………………………….Ⅰ
摘要…….………………………………………………………….…Ⅱ
ⅠIntroduction
1.1 The Context of This Essay…………………………….….1
1.2 An Overview of Contemporary English Language Teaching
………………………………………………………………2
Ⅱ Four Undesirable Problems in English Classroom….5
2.1 A Notice to Cramming Education……………………….…5
2.2 The Formation of Dumb English……………………….…9
2.3 The Reform of Traditional Pedagogy……………………16
2.4 The Acquisition of Learning Competence……………19
Ⅲ Views on Language and Language Teaching………….…23
3.1 The Instrumental View……………………………….….23
3.2 The Structural View……………………………….…….23
3.3 The Functional View……………………………………23
3.4 The Interactional View……………………………………24
3.5 The Experiential Cognitive View……………………. 24
3.6 The Innatist View…………………………………………24
Ⅳ Theories and Approaches on Language Learning
and Teaching………………………………………………25
4.1 Theories…………………………………………………….25
4.1.1 Communicative Competence……………………………….25
4.1.2 Krasher’s Input Hypothesis and Input Processing.26
4.1.3 Long’s Interaction Hypothesis……………………….26
4.1.4 Swain’s Output Hypothesis…………………………….27
4.1.5 Interactional Competence……………………………….27
4.1.6 Vygotsky’s Zone of Proximal Development………….28
4.1.7 Chomsky’s Language Acquisition Device…………….28
4.2 Approaches………………………………………………….…29
4.2.1 Traditional Approaches……………………………….…29
4.2.2 Humanistic Approaches………………………………….…31
Ⅴ Practices in FLT…………………………………………….….40
5.1 Auditing Class……………………………………………….40
5.1.1 Auditing Common Teachers …………………………….…40
5.1.2 Auditing Famous Teachers……………………………….40
5.2 Practice in Real-world English Classroom…………… 41
Ⅵ Conclusion…………………………………………………….43
Reference ……………………………………………………….44
Acknowledgement……………………………………………….……. 50
