EFL Teaching method

英语中教学方法有哪些1. Grammar-Translation Method: This traditional method focuses on the translation of written texts from the target language to the native language. It places a strong emphasis on grammar rules, vocabulary, and translation exercises.2. Direct Method: This method emphasizes the direct use of the target language in teaching and learning. It focuses on developing oral and listening skills through conversation, role-plays, and real-life scenarios.3. Audio-Lingual Method: This method utilizes audio recordings to teach listening and pronunciation skills. Students are exposed to repetitive drills and pattern practices to develop accuracy and fluency.8. Suggestopedia: This method creates a relaxed and positive learning environment through music, relaxation, andvisualization techniques. It aims to lower students' affective filters and enhance learning through positive emotions.9. Lexical Approach: This method focuses on the acquisition of vocabulary and collocations as building blocks of language.It promotes extensive reading and emphasizes the use of authentic contexts and examples.10. The Silent Way: This method encourages learner autonomy by minimizing the teacher's role as the primary source ofknowledge. The teacher remains silent for extended periods, while students learn through self-discovery and problem-solving.13. Multiple Intelligences Approach: This method recognizes different types of intelligences and tailors instruction to suit different learner preferences. Teachers use a variety of activities to appeal to different intelligences, such as visual, auditory, kinesthetic, etc.These are just some of the methods and approaches used in English language teaching. Effective teachers often integrate various methods to address the diverse needs of their learners and create a dynamic and engaging learning experience.。

英语教学方法英文表达
英语教学方法的英文表达包括以下几种常见的方法：
Grammar-Translation Method: 这种方法强调语法和词汇的学习，通过翻译来教授英语。

Direct Method: 也称为Reform Method或Natural Method，这种方法强调通过模仿和直观教学来学习语言，尽量避免翻译。

Audio-Lingual Method: 这种方法注重口语和听力训练，通过反复模仿和操练来培养语言技能。

Communicative Language Teaching (CLT): 这种方法强调在真实的交际情境中学习语言，注重培养学生的交际能力和语言运用能力。

Task-Based Language Teaching (TBLT): 这种方法通过设计和实施各种任务来促进学生的语言学习和运用，强调学生的主动性和参与性。

Content and Language Integrated Learning (CLIL): 这种方法将学科内容与语言学习相结合，通过学科知识的学习来提高语言能力。

Cooperative Learning: 这种方法强调学生之间的合作和互动，通过小组讨论、角色扮演等活动来促进语言学习和交流。

8.whole language approach：整体语言教学法，这种方法强调语言学习的整体性和综合性，注重培养学生的阅读能力和写作能力。

以上是一些常见的英语教学方法的英文表达，不同的方法有不同的教学理念和教学重点，可以根据学生的需求和教学目标选择合适的方法。

teaching method 任务型教学法任务型教学法是一种以任务为导向的教学方法，通过给学生设计真实的任务，激发学生的学习热情和动力，促进他们的语言运用能力和问题解决能力的发展。

在任务型教学法中，教师首先确定一个具有真实性和现实性的任务，例如：制定旅游计划、解决环保问题等。

然后，教师会组织学生进行任务的前期准备，如提供必要的背景知识和技能培训，引导学生了解任务的目标、要求和限制。

接下来，学生会开始展开任务，他们需要积极地合作、探索和研究，同时运用各种学科知识和技能来解决问题。

教师则扮演着指导者和辅导者的角色，给予学生必要的支持和指引，鼓励他们进行讨论和交流，提供帮助和反馈。

在任务完成后，教师会进行任务回顾和总结，让学生对任务的过程和结果进行反思，分享彼此的经验和发现。

这有助于学生对自己的学习进行评估和提升，培养他们的自主学习能力和批判思维能力。

任务型教学法的优势在于它能够真实地模拟现实生活中的情境，培养学生实际应用知识和解决问题的能力。

同时，学生在任务完成过程中能够积极参与、主动思考，提高他们的学习动机和自主学习能力。

此外，任务型教学法也能够促进学生的合作意识和团队精神，培养他们的沟通能力和协作能力。

然而，任务型教学法也存在一些挑战。

首先，教师需要花费更多的时间和精力来设计和组织任务，需要对学生的学习过程和结果进行全面的评估。

其次，学生的学习进度和能力水平可能会有差异，教师需要灵活地调整任务的难度和复杂度，以满足不同学生的需求。

总的来说，任务型教学法是一种创新的教学方法，能够培养学生的实际运用能力和解决问题能力。

它能够激发学生的学习热情和动力，促进他们的合作意识和沟通能力的发展。

教师在任务设计和组织中起到重要的指导和辅导作用，帮助学生实现他们的学习目标。

Chapter 1What is TEFL?——Introduction to the Course1 What is TEFL?1-1 TEFL, an acronym (a name made up of the initial letters of an official title), stands for a research area with the phrase “Teaching English as a Foreign L anguage”.In addition to TEFL, there are some other terms with different meanings in this area:TEFL – the process of teaching English as a foreign languageEFL – the area / field of teaching English as a foreign languageESL vs. EFL –both are non-native languages but the former has official status within a country, e.g., English in India. Thus L2 is often learnt with environmental support as the language is used more commonly in people’s daily life.L1 vs. L2 –they are different in acquisition, proficiency level, and function of social communication.1-2 TEFL is the study on how to bring about effective English learning as a foreign language in particular teaching contexts.According to “the general model for second language teaching” designed by H.H. Stern (1983), there are 3 levels of the research framework of language teaching:the “foundations”, “interlevel” and “practice”. The “foundation” refers to the relevant subjects, “practice” refers to the activities directly in relation to classroom teaching and “interlevel” refers to the 4 most important components of TEFL theory and research:language, learning, teaching, and the context. The course “TEFL Theories” focuses on the 4 topics by linking TEFL “practice” to “theories” which is based on the related fund amental subjects and theories.2 TEFL Methods in China2-1 TEFL approaches, methods, and techniquesThe three confusing terms “approaches”, “methods”, and “techniques” are widely discussed in the area of TEFL methodology for they often be translated into the same Chinese character “法”. Actually they refer to different domains in language teaching:1) Approach: the theoretical assumptions about how a language is effectivelytaught in light of the nature of language, language learning &teaching (Anthony, 1972).2) Method: the overall plans or designs of teaching a language that is basedon systematic principles and teaching procedures. The nature of amethod is the integration of all elements in teaching procedureincluding the curriculum design; selection of textbook; schedulingof classes, lesson planning and classroom management etc. which arethe decisions made by both EFL researches & teachers.3) Technique the specific ways/ strategies used in classroom in different kindsof language teaching contexts.2-2 TEFL MethodsIn language teaching, the three different-leveled components described above are studied in the research area “methodology” which contains the practices and procedures used in teaching, and the principles and beliefs that underlie them. Among the three, “technique” is based on “method” and all techniques can be chosen or used by teachers to implement the method for different teaching purposes. “Method” is based on the selected “approach” and therefore in accordance with the bas ic principles of the approach. Thus “method” links “approach” and “technique” in language teaching. The main methods adopted in TEFL are: Grammar translation Method, Audio-lingual Method, Cognitive-code Approach, Total- physical Response, Communicative Language Teaching, and Task-based Learning etc.The main elements which can be used to identify a method are: the goal of teaching/ learning; the roles of the teacher /students/ textbook; the characteristics of pedagogical activities or the nature of classr oom interactions; the students’ motivation; the teacher’s focus in students’ learning and the assessment; the way to deal with students’ errors in learning processes, etc.2-3 TEFL methods in ChinaEnglish has been taught and learnt in China from Qing dynasty for more than one hundred years. The main EFL methods proposed in the official syllabus in China since the foundation of PRC are GTM (1950-76); ALM & GTM (1977-80); ALM, GTM and eclectic CTL (1980-93); the eclectic CTL –the “Five Steps” of 3P Model (1993-2001) and TBL (2001-present). Actually GTM, as the classic one used by most of EFL teachers in this country for many years until now, is a method which emphases the students’ mastery of grammar rules and vocabulary through parctising and translating sentences from English to Chinese and back again inEFL learning. Wish this course could help student teachers learn more about the different approach, methods and their functions in EFL learning & teaching.3 EFL Teacher Education3-1 EFL teacher’s personal theoryHow does a student teacher learn to teach English? As we know that teachers make different teaching decisions because of their different understandings of language learning/ teaching. We call the understanding teachers’ “personal beliefs/ theorie s” or “schema”/ “knowledge structure” (Rumelhart 1980;Hodkinson & Harvard 1994).The following training model is an attempt to build up student teachers’ personal theories by means of performing some experience-based tasks and “reflective thinking”(“a s tate of doubt, hesitation, mental difficulty, in which thinking originates, and an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the complexity.”).According to Dewey (1933), which will be a trigger in the process of constructing the schema –understanding language learning & teaching in one’s own way.3-2 Test your personal theoryEvery EFL teacher has to decide every day: what to teach and how it is to be taught effectively with a strong belief in his mind about the way that how a language is learnt. The following questionnaire will help you know your own beliefs:Questionnaire(1)Teacher should try to explain all the new language items in the lessonclearly.(2) Students should just remember what the teacher says and practise asmore as possible.(3) Teacher should always set questions for the students to answer andprovide model answers to any questions for students.(4) Teachers should praise students for their right answers and correctal l errors in students’ language.(5) The textbook decides what the teacher should teach in classroom.(6) Students should use the language freely to learn to speak it, evenif they make a lot of errors.(7) Students should ask questions and answer questions collaboratively.(8) Difficult questions should be developed & graded for the differentneeds of students.(9) Teacher should assess students’ performance not only on how wellthey said but what they said or wanted to say.(10) Students of all intellectual abilities can successfully learn aforeign language.It is obvious that the beliefs/ theories underlying the statements 1, 2, 3, 4, 5 are quite different from those underlying 6, 7, 8, 9, 10. The most important differences are: 1) What should students learn if they want to acquire a language?2) Can all the different-ability students learn a language well? 3) Do students learn the language from the teacher/ textbook? 4) What is the best environment for different students to be more motivated to learn the language?4 The building of TEFL theories in teachers –The aim, content, method and assessmentof the course –TEFL Theories4-1 The aim of the courseThe primary aim of this course is to develop in student teachers a basic theoretical framework of the research area: Teaching English as a Foreign Language. The fundamental theories the framework is based on are linguistics, applied linguistics, psychology, psycholinguistics, SLA theories, sociology, socio-linguistics, educational theories, anthropology, and philosophy etc.Actually the construction of the inner framework or scheme in student teachers’minds is a very complicated and life-long process of development. The course “TEFL theories” is just a part of the course-based training and a start of LTE (language teacher Education). It aims to help student teachers acquire the basic linguistic and pedagogical knowledge/ skills about TEFL and learn how to combine their subject-matter understanding and pedagogical knowledge through some experience-based activities.4-2 The content of the courseIn theoretical building, the basic theories on language, language learning, learning contexts and language teaching are discussed and some other theoretical questions in relation to the basic theories are also explicated in the course,e.g.,●How do EFL learners understand and produce language?●How do different EFL learners learn the language with their learningstrategies?●How do the EFL educators/ teachers design and assess teaching?●How do EFL teachers educate a nd develop themselves? …etc.And when student teachers are exploring the above questions and familiarizing themselves with the different components of TEFL framework as well as their complicated relationships through teaching observation & description, they begin to mind-map their own theoretical scheme if they can understand them from their own experience, it is a kind of personal experience-based learning.4-3 The method of the courseThus there are 2 different views upon learning to teach: the behaviorist view & cognitive view. The former emphasize s the “received knowledge” (Wallace 1991) and “transmission- based” learning (Barnes & Shemilt, 1974) from lectures and books; while the later emphasizes experience-based learning by action with the learners’independent thinking and judgment. The main task of student teachers in theoretical building is “teaching description”. It is a way for student teachers to observe and analyze EFL teaching events in words through lesson-studies in groups interactively and collaboratively.The crucial part of teaching-description is how to discover the teaching principles/ theories behind the teacher’s everyday decisions, which have to be made in performing all kinds of teaching tasks/ activities (the teaching events). It provides student teachers the opportunity to think about if the teacher’s decisions or actions are right or wrong with their own judgment and helps them to build the bridge between TEFL theories and practice in their minds by conceptualizing what is going on in the real teaching contexts with the “theories” in books.4-4 The assessment & requirements of the courseBoth the formative and summative assessment should be applied to evaluate the course by student teachers, group members, and the course teacher during the whole process of the training. The following is the general course requirement:1)Attend all classes and actively participate in class discussion, classroomobservation and other lesson-study activities in secondary schools (10 % of the total scores).2)Satisfactorily complete all reading assignments & tasks including all thecourse paper, reading notes, class-observation reports (or notes), learning journals etc. (10% of the total scores).3)Pass the written exam on TEFL knowledge learnt in the course (40% of the totalscores).4) Data-based final project (40% of the total scores: 10% for classroomobservation; 10% for teaching analysis; 10% for application of the theories and 10% for theoretical criticism).Classroom observationsSample Lesson 1:Hello! Nice to meet you!This is the first lesson in JEFC, an English textbook for junior high students published by PEP. (See the textbook for detail). The following is what we saw when sitting in on two classes in a secondary school in Haikou, China.Class AThe teacher is introducing his name and the new course “English” in Chinese and then announce s “the first lesson” is to learn 7 English letters. He asks the students to watch the “big” and “small” letters in two sides of the flashcards: “ABC”,“BBC”, “CAAC”, and “CD”…, then asks if they know the meaning of the letter groups. When the students are giving the answers in Chinese (美国广播公司、英国广播公司、中国民航、光碟…), the teacher asks students if they can say the English letters. Some students say yes, some say no in Chinese.The teacher writes the seven letters “A a, B b, C c D d, E e, F f, G g” on board and asks two students who can say them to read them aloud one by one, the teacher repeats what they say with some corrections sometimes, then the other students in the class follow the teacher in chorus (in both raising tone & falling tone).The teacher explains how to write the letters in Chinese while the students are asked to draw the strokes in air with their fingers moving and mouths pronouncing the sounds following the teacher. The practice session continues for a few more minutes until the students say they have no questions to say and write the 7 letters.The teacher lets one of the students to say the letter “G” and asks the others if she is right or wrong. And then he draws a sketch of a girl and a boy on board saying: “This is Han Mei, a girl. This is Jim, a boy” then says ina girl’s voice “Hello, I’m Han Mei. What’s your name?” then asks the classabout the boy’s name in Chinese. After some stude nts answer the question “Jim”, the whole class read the sentence from the board written by the teacher “My name is Jim”. Then they practise the two sentences with the teacher’s Chinese explanations; finally the boys and girls are acting out the role-play dialogue:Girls: Hello! I’m Han Mei. What is your name?Boys: My name is Jim Green.Girls: Nice to meet you.Boys: Nice to meet you, too.The teacher asks the students to open their books to Page 1 and lets them listen to the textbook recoding. While listening, they are saying after the tape words by words for 3 times. And then four pairs of students are asked to demonstrate the dialogue in front of the class. The teacher comments on.Finally the teacher instructs the students to turn to an exercise in the workbook and do Ex. 3 (to read and copy the 7 letters in both the “big”& “small” forms). After students finish the work, he assigns the homework: to read the 7 letters and the dialogue aloud and preview the other 7 letters H/ h, I/ i, J/ j, K/ k, L/ l, M/ m, N/ n in Lesson 2.Class BThe teacher is introducing her name by writing her English name (Chinese PIN YIN) on board and tries to let the students understand English with facial expression & gestures: “I am your teacher, English teacher. My name is Chen Huaqi, Please call me ‘Miss Chen’. Stand up, please, and say “Good morning! Miss Chen.” Only a few Ss follow the teacher first, when the third time the teacher says “Good morning! Class.” All Ss stand up and respond.The teacher says to one o f the students: “my name is Chen Huaqi, what’s your name?” The student answers “Li Guang”. The teacher then instructs everyone to write the “English name” in Chinese Pin Yin on a card then exchange the card with seatmates, saying: “I’m …. What is your name?”; “My name is …”. While Ss are doing the pair work, the teacher plays the model tape for 3 times.The teacher asks Ss if they can spell their names on cards in English, a boy spells his name “Deng Fei –D-E-N-G-F-E-I ”. The teacher writes the name and 7 letters on board and explains what English letters are and how to use the “big” and “small” letters when writing an English name. She then instructs Ss to check if their writings on cards are correct, if not, revise them with the help of the textbook (from Page.1-7) or from other Ss around.The teacher gives out a name list with 10 English names (5 for boys: Clay, Gray, David, Peter, Edgar, and 5 for girls: Amy, Faith, Kate, May, and Betty) to Ss and indicates every group of 4 to choose one boy’s name and one girl’s name that they prefer most. And try to make clear how to write, say and spell their names to the class in 5 minutes. After the groups report their name numbers, the teacher read the names loud twice one by one and asks Ss to remember them quickly. When Ss are working on their names, the teacher moves around and helps them to their requests. One group asks the teacher to say “Edgar” for 4 times.The ready groups report their names in turn until all the 10 English names are presented: 2 group members write the names on board and the other 2 say & spell them. Those groups who choose the same names are asked to judge if the names are written, said, and spelt correctly or not. If they can find out something improper/ wrong and give the right form, their group can get a red star, which stands for 5 scores. And they also have the right to decide how many scores the working group can get (no more than 10 scores).After the presentation, the teacher writes the seven letters “A a, B b, C c D d, E e, F f, G g” on board and asks Ss to say the capitals of the following names, e.g., A my, B etty, C lay, D avid, E dgar, F aith, G ray. And asks Ss to find out which letters among the 7 contain the sound /ei/, /i:/ and /e/, e.g.,A a – /ei/;B b,C c,D d,E e – /i:/;F f – /e/After Ss finish the job, the teacher asks Ss to put the names with the same sounds in the column on board and read them again:/ei/ –A (A my Cl ay D a vid Gr ay F ai th K a te M ay)/i:/ – B C D E G (P e ter)/e/ – F (B e tty E dgar)Finally the teacher tells the students they will learn more English letters and names in a few days and they can choose any English names they like as their own but not forget using the capital as the first letter of the name and choosing the right one for a boy or a girl. If they have chosen the English name, they have to make a “name card”, and put it on the classroom desk and report it to class when they have English lessons, otherwise, the other classmates may use the same name.Teaching Observation & DescriptionJust think about what happened in the two different classes and compare them with the first lesson you had when you were a secondary school student. Ask yourself which one is more familiar to you and which one you prefer.Discuss in groups and choose either of them your group members like more and write down your observation s according to the above introduction: the most important events/ teaching or learning activities that make you chose it as your favorite. Pay more attention to what the students are feeling and learning in the classroom, and see if they are interested in learning. Why? If you feel difficult to express yourself, the following questions may help you.Supplementary reading:·Chapter 1 in Modern Foreign Language Teaching Methodology by Shu Bai-Mei, 2005·Part 1: “Clearing the ground” in Fundamental Concepts of Language Teaching by H. H. Stern, 1983·Chapter 1 in Training Foreign Language Teachers by M. J. Wallace, 1991·New English Curriculum Standards by Ministry of Education, PRC, July 2001（注：可编辑下载，若有不当之处，请指正，谢谢!）。

- 88-校园英语 / 职业教育研究Teachers’ Beliefs in Communicative Teaching Method山东外国语职业学院外语学院/李昭锦 周扬娟Teacher education around the world emphasizes a move towards more communicative teaching methods with interactive student-centered learning encouraged. When EFL teachers adapt the Western-based Communicative Language Teaching (CLT) model to Chinese contexts, tensions between beliefs about different traditions of language teaching begin to surface and influence their perceptions and practice of new teaching methodologies. However, according to Mak (2011), these culturally-influenced beliefs should not be considered as obstacles to the implementation of CLT model, instead, these beliefs should be regarded as cultural influences, which can be immersed in Asian model.Besides, it is acknowledged that some teachers’ beliefs, which are largely derived from their previous experiences, which may adversely affect their learning approach to teaching. To be specific, for many teachers who have grown up in cultures which often have teacher-centered classrooms, examination and curriculum constraints, and large classes, there is often a mismatch between theoretical methods and reality. As Miller and Aldred (2000) illustrate, a student teacher’s belief system derives from many competing factors, such as pre-service education, their own language teacher experience and the established practice within education context. Besides, Mak (2011) mentioned that some pre-existing beliefs have influence on the teachers’ beliefs of teaching and learning, and their teaching decisions. For example, many teachers hold that if more student-teacher interaction was introduced, they might not be able to present all the content and transmit knowledge to students, which they regarded as a primary role of language teachers. These beliefs seemed to have a lasting influence, and can hardly be changeable. Therefore, it is of vital importance to raise teachers’metacognitive awareness of their beliefs, the impact of prior learning experiences and their pre-existing beliefs of teacher identities.Only bearing the foregoing metacognitive awareness is far from solving the issue in question. Evans (1996) suggests that one of the factors leads to the lack of CLT method in schools is that textbooks are influenced by public examination and teacher’s lack of specialist training. Nowadays, although some text books are designed to meet the CLT method, CLT method still has little impact on the way English is taught. One reason may be largely due to the present assessment and evaluation system. Under the present system, teachers’ teaching method has no choice but to be exam-oriented. Another reason is that even teachers who know the gist of CLT method, they still have the problem of how to implement it aptly. To target this problematic area, understanding and pinpointing the problems which teachers have in transferring theory to reality within specific context is essential. In other words, it is of importance to arm teachers with tailored pedagogy to the specific context.To sum up, although CLT model has been introduced to China for a long time, its implementation meets many obstacles. Teachers’ beliefs could filter the way they perceive their teaching and influence their practice, and the belief development is not a simple matter, which is influenced by many competing factors, such as pre-service education, their own language teacher experience and the established practice within education context. To solve this problem, teachers’ metacognitive awareness of their beliefs should be raised, the present assessment system should be reformed, and tailored pedagogy to the unique context should be provided.References：[1]Evans,S.(1996).The context of English language education:The case of Hong Kong.RELC Journal,27(2):30-55.[2]Mak,S.H.(2011).Tensions between conflicting beliefs of an EFL teacher in teaching practice.RELC Journal,42(1):53–67. [3]Miller,L.& Aldred,D.(2000).Student teachers’ perceptions about communicating language methods.RELC Journal,31(1): 1-22.作者简介：李昭锦(1988-)，女，山东日照人，山东外国语职业学院教师，外国语言学及应用语言学硕士，从事商务英语教学。

---------------------------------------------------------------最新资料推荐------------------------------------------------------ English Language Teaching Methodology5 English Language Teaching Methodology1/ 65The method concept in language teaching: : the notion of a systematic set of teaching practices based on a particular theory of language and language learning---------------------------------------------------------------最新资料推荐------------------------------------------------------ ELT Methodology:It mainly studies the fundamental tenets, basic principles, common methods, practical techniques and popular means of ELT.3/ 65Methodology is that which links theory and practice．．---------------------------------------------------------------最新资料推荐------------------------------------------------------ Theory statements would include theories of what language is and how language is learned or，more specifically，theories of foreign language/second language acquisition（SLA）．Such theories are linked to various design features of language instruction．5/ 65These design features might include stated objectives，syllabus specifications，types of ，， activities，roles of teachers，learners，，，， materials，and so forth．，． Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place．．---------------------------------------------------------------最新资料推荐------------------------------------------------------ Practice and Theory1. ELT Practice 4. ELT Methodology 3. ELT Practice 2. ELT Methodology7/ 65Unit 1 Language and Learning---------------------------------------------------------------最新资料推荐------------------------------------------------------ I.How do we learn languages ?1 ) How do we learn our own language ?Language acquisition Language learning9/ 65Language acquisition: the process where a language is acquired as a result of natural and largely random exposure to language.( a subconscious process)Krashen describes this process as a ‘natural’ one, where there is no ‘conscious focusing on linguistic forms. According to his argument, acquisition refers to the way children learn their native language.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Language learning: the process where the exposure to language is structured through language teaching.Learning is a conscious process, and it usually takes place in the language classroom.11/ 65Learning acquisition Items of compariso n Process Conscious unconscious/ subconsciou Explicit(显 Explicit(显 s implicit （ implicit（隐性性的）性的）的） Focus Forms meaning Input Emphasis Setting Selected Accuracy formal/ controlled natural fluency informal/ natural---------------------------------------------------------------最新资料推荐------------------------------------------------------2 ) How do we learn foreign language ?(1) People learn language for different reasons. (2) People learn language in different ways. (3) People have different understanding about language learning. (4) People have different capabilities in language learning.13/ 65II. Views on language.1) What is language ? Language is a system of structures: structural learning, formal instruction of grammatical structures. Language is a means of communication: instruction focused on the functions and notions of language; learning through using. Language is the reflection of cultures: instruction on cultures and focus on appropriateness of speech.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Views StructuralLanguageLanguage learningto learn these structural items to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. not only to know the grammar and vocabulary of the language , but also to know the rules for using them in a whole range of communicative context.a linguistic system Functional a linguistic system , means for doing things Interactional a communicative tool15/ 65Structural View :It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . Each language has a finite number of such structural items. To learn a language means to learn these structural items so a s to be able to understand and produce language .---------------------------------------------------------------最新资料推荐------------------------------------------------------ Functional View : It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities : offering , suggesting , advising, apologizing, etc. Therefore , learners learn a language in order to do things with it . To perform functions , learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.17/ 65Interactional View :It consider language as a communicative tool , whose main use is to build up and maintain social relations between people. Therefore , learners not only need to know the grammar and vocabulary of the language , but also need to know the rules for using them in a whole range of communicative context.---------------------------------------------------------------最新资料推荐------------------------------------------------------ III. Views on language learning1) What are the psycholinguistic and cognitive process involved in language learning ? 2) What are the conditions that need to be met in order for these learning process to be activated ?19/ 65Process-oriented theories are concernedwith how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.21/ 65Behaviourist theory (行为主义学习理论）行为主义学习理论）行为主义学习理论Proposed by behavioural psychologist Skinner, who applied the theory of conditioning to the way humans acquire language.---------------------------------------------------------------最新资料推荐------------------------------------------------------ ---learning as habit formation Language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli.23/ 65The key point of the theory of conditioning “You can train a animal to do anything(within reason) If you follow a certain procedure which has three major stages, stimulus, response,and reinforcement”.---------------------------------------------------------------最新资料推荐------------------------------------------------------ One influential result is the audio-lingual method（听说 which involves the “ listen （听说, and repeat ” drilling activities. The idea of this method is that language is learned by constant repetion and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised25/ 65Cognitive theory (认知主义学习理论）认知主义学习理论）认知主义学习理论The term cognitivism is often used to describe method in which students areasked to think rather than simply repeat.---------------------------------------------------------------最新资料推荐------------------------------------------------------If all language is a learned behaviour, how can a child produce a sentence that has never been said by others before?27/ 65According to Chomsky’s theory, language is not a form of behaviour, it is an intricate rule-based system .---------------------------------------------------------------最新资料推荐------------------------------------------------------ One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.29/ 65According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Constructivist theory（建构主义学习理论）（建构主义学习理论）Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and What he /she already knows.31/ 65Receiving informationProcessing informationConstructing new meaningsInput (listening, reading)Decoding (解码）解码）解码(Listening/reading) comprehension outputRelating what learners already know with the received information---------------------------------------------------------------最新资料推荐------------------------------------------------------ Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities. Teachers need to design activities to arouse learners’ interests and curiosity for learning33/ 65To provide the background information to activate learners’schema(激活图式）; 激活图式）激活图式 To motivate students by making the topic relevant and interesting to them.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Socio-constructivist theory Sociocultural theory(社会文化理论）社会文化理论）社会文化理论维果茨基) Represented by Vygotsky (维果茨基)It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’ (ZPD, 最近发展区) and scaffolding (support).35/ 65In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Zone of Proximal Development (ZPD 最近发展区)It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers（Vygotsky （ 1978 ：86））37/ 65“最近发展区” 理论：前苏联心理教育学家最近发展区” 理论：最近发展区维果茨基的长期研究揭示的长期研究揭示：维果茨基的长期研究揭示：教育对学生的发展能起主导作用和促进作用，能起主导作用和促进作用，但要确定学生发展的两种水平，一种是已经达到的水平，的两种水平，一种是已经达到的水平，表现为学生能够独立解决的智力任务，学生能够独立解决的智力任务，另一种是儿童可能达到的发展水平，可能达到的发展水平，表现为儿童还不能独立地解决任务，但在成人的帮助下，地解决任务，但在成人的帮助下，在集体活动能够解决这些任务。

US-China Education Review B 6 (2011) 752-755Earlier title: US-China Education Review, ISSN 1548-6613 EFL (English as a Foreign Language) Classroom DiscourseAnalysis of a Vocational College and Some ReflectionsLiu Xin, Lou Luzheng, Shi BiruZhejiang Medical College, Hangzhou, ChinaThe application of classroom discourse analysis of foreign language teaching and learning can reveal much abouthow teachers perform in their teaching practice and how to make improvement. In this paper, the author tries toreveal the present state of EFL (English as a foreign language) classrooms in a vocational college from the angle ofclassroom discourse analysis, especially the aspect of TT (teacher talk), and provides some suggestions.Keywords: EFL (English as a foreign language) classroom, discourse analysis, student-centeredIntroductionStudent-centered, instead teacher-centered, has been a repeatedly highlighted concept in the field of education for a long time. It has been stipulated in the current “CECR” (College English Curriculum Requirements) issued by the Ministry of Education of China in 2004 that EFL (English as a foreign language)teaching in the college should replace the traditional teacher-dominated didactic practice by a new mode featuredwith student-centeredness which puts more emphasis on developing students’ autonomous learning abilities and improving their language communicative competence. However, since vocational colleges, different from undergraduate colleges, have their own characteristics in some respects, thus, how and to what degree this notion is carried out in vocational colleges in China is worth investigating. In this paper, the author tries to reveal the present state of EFL classrooms from the angle of classroom discourse analysis and provides some suggestions.Some Basic Ideas of Classroom Discourse AnalysisThe process of English teaching and learning in the classroom is very complicated, because it involves various factors. It has aroused interests and attentions of scholars’ from different disciplines, such as linguistics, pedagogy, psychology and sociology. Among all kinds of studies, classroom discourse has been one of the most heated topics in both classroom research and L2 (second language) acquisition. The term refers to the language that teachers and students use to communicate with each other in the classroom. Talking and conversation are the media through which most teaching takes place. In other words, the fulfillment of teaching to a large degree depends on teacher-student interaction in the actual classroom teaching practice. Therefore, TT (teacher talk), which occupies a special place in the target language classroom, is closely related to the success of students’ foreign language acquisition. Teachers use target language to assign teaching activities and as the principle means for giving instructions and directions, modeling target language patterns and givingLiu Xin, lecturer, Department of Humanities and Social Science, Zhejiang Medical College.Lou Luzheng, lecturer, Department of Humanities and Social Science, Zhejiang Medical College.Shi Biru, lecturer, Department of Humanities and Social Science, Zhejiang Medical College.Rights Reserved.EFL CLASSROOM DISCOURSE ANALYSIS, VOCATIONAL COLLEGE, REFLECTIONS 753 feedback on students’ performances. Just as what Nunan (1991) pointed out that,Teachers play an important role in shaping classroom discourse and in maximizing opportunities for learning, and TT is of crucial importance, not only for the organization of the classroom but also for the processes of L2 acquisitions. It isimportant for the organization and management of classroom because it is through speech that teachers either succeed orfail to implement their teaching plan. (p. 189)TT is of great importance, nevertheless, it does not mean the more the better especially under the current notion of teaching and learning. As a result, by a close study of TT which including its quantity, quality, form, etc., we can find out what is really going on in the EFL classrooms, whether they are student-centered or not.Research Design and Data AnalysisResearch DesignThe participants in the study were three English teachers of a vocational college in Zhejiang Province. The students from the three classes were freshmen of various non-English majors. The classes recorded were intensive English reading classes.Based on Nunan (1988, p. 76), “There is no substitute for direct observation as a way of finding out about language classroom”. The classes were observed and recorded by the author and there was 80 minutes’ (two periods) recording for each class. The teachers and students involved were not informed of the purpose of the research beforehand. The lessons were not specially prepared and the recording was taken under a natural classroom environment.Data AnalysisRights Reserved.The quantity of TT. Time proportion by TT and ST (student talk) is a distinct factor differentiating a student-centered teaching mode from a teacher-centered one. The former emphasizes the time of activities allotted for students’ practice. Students are assumed to have enough time to talk in the class, so as to practice the target language and improve their communicative competence. While the findings in the study show that the actual time proportion in EFL classrooms in the vocational college is quite different from the notion, as it is shown in Table 1.Table 1Time Proportion of Teacher and ST in EFL ClassroomsTT (%) ST (%) Other time (%)70.2 16.3 13.5oneClassClass82.6 8.9 8.5two66.8 15.6 17.6ClassthreeFrom Table 1, we can see that there is an obvious similarity among the three classes being observed, i.e., the quantity of TT greatly surpassed the quantity of ST, which shows that TT still dominates the interaction between teacher and students in the present EFL classroom in the vocational college and neither meets the requirements of the student-centered teaching notion.IRF (initiation-response-feedback) structure in classroom discourse. As far as the structure of interaction between teacher and students in the classroom is concerned, Sinclair and Coulthard (1975) found that the language of traditional teacher-controlled classrooms is in a rigid pattern, where teachers and students speak according to very fixed perceptions of their roles and where the talk could be seen to conform to highlyEFL CLASSROOM DISCOURSE ANALYSIS, VOCATIONAL COLLEGE, REFLECTIONS 754structured sequences. The exchange consists of three moves: the teacher’s initiation, the student’s response and the teacher’s feedback, known as IRF. Table 2 is the results of IRF structure in classroom discourse of our study.Table 2Proportion of IRF Structure in Classroom DiscourseIRF structure More complex structureNumber Proportion (%) Number Proportion (%) Class one 32 62 20 38Class two 42 74 15 26Class three 21 51 19 49Total 95 64 54 36 Table 2 demonstrates that the rigid IRF structure accounts for a predominant proportion in EFL classrooms in the vocational college, which is similar to the findings of Sinclair and Coulthard in the traditional language classroom. An IRF structure consists of two teacher’s turns and one student’s turn. The students generate nothing, but a few simple words to answer the teacher’s questions. They have few chances to practice unless the teacher initiates a question which requires them to give an answer. Such rigid interaction patters turn out to limit opportunities for students to have longer speaking turns, thus, stand in their way of improving communicative competence.Display questions and referential questions. Richard and Lockhart (1996) concluded that teachers’ questions play a crucial role in language acquisition. It is one of the common techniques used by teachers.Teachers’ questions can keep the learners participating in classroom discourse. A simple way to classify teacher’s Rights Reserved.questions is to categorize them into two types, one is display question and the other is referential question. Display question attempts to elicit information already known by the teacher. It focuses on the recollection of previously presented information. While referential question requests information not known by the teacher, often the latter responses involve judgment about facts that are not clear or a statement of values. This kind of question can lead students to think actively and provide their own information and ideas based on their own knowledge and experience rather than recollect the previously presented information. The present study focuses on the two question types. The frequency of display questions and referential questions is presented in Table 3.Table 3Frequency of Display Questions and Referential QuestionsDisplay questions Referential questionsNumber Proportion (%) Number Proportion (%) Class one 48 69 22 31Class two 52 74 18 26Class three 30 60 20 40Total 130 68 60 32 Taken as a whole, we can find out that the frequency of display questions is far overwhelming that of referential questions in our study. A great discrepancy between the total number of display questions and referential questions in each class can be seen. As a result, it can be concluded that the teachers prefer to ask display questions rather than referential questions. Nevertheless, many researchers advocate that referential questions increase the amount of learner output, and an increased use of referential questions by teachers mayEFL CLASSROOM DISCOURSE ANALYSIS, VOCATIONAL COLLEGE, REFLECTIONS 755create discourse which can produce a flow of information from the students and create a more qusai-normal speech. On the contrary, display questions cannot achieve this effect. Based on the research findings mentioned above, it is obvious that referential questions can improve students’ output. Compared with the findings of our study, students in the EFL classrooms of the vocational school do not have much freedom to think actively and express their opinions based on their own understanding. Therefore, their assumed centeredness in the EFL classrooms has not been realized in actual practice.ImplicationsMinimize the Quantity of TTOur study indicates that in the EFL classrooms of the vocational college, TT is far exceeding ST. While student-centered teaching mode requires teachers to moderate their control of the class and offer more opportunities to the students, so as to increase their target language output and improve their communicative competence. Unlike the traditional mode of teaching which teachers are always busy preaching throughout the class, student-centered mode calls on teachers to keep their students busy with talking in class. To realize this, on the one hand, teachers should have the awareness of changing the role of the “dominating boss” to the “considerate organizer and coordinator”. On the other hand, teachers should organize more classroom activities, such as role play, debate, presentation to arouse students’ interests and enthusiasm.Replace IRF Structure With More Complex StructuresIRF structure used in teacher-student interaction contributes little to improving students’ linguistic and communicative competence, because the language used in this turn shows that little creativity of the students and their possible longer utterances are limited by teacher’s quick and short feedback. So teachers of the EFL Rights Reserved.classrooms in the vocational college under investigation should try to replace IRF structure with more complex structures. In this way, the students’ ability to seek and maintain a turn and negotiate meanings is expected to be improved. Therefore, the student-centered notion can be better carried out and the students’ communicative competence can be improved greatly.Use More Referential QuestionsThe result of study reveals that there is a priority of display questions over referential questions in the EFL classrooms. While, asking too many display questions cannot help students produce more natural discourse nor improve their real communicative abilities. Teachers should intentionally resort more to referential questions to encourage the students to provide significantly longer and syntactically more complex responses in the class.ConclusionsBased on the analysis of discourse samples of three EFL classrooms in a vocational college, the paper reveals some problems existing in the current English teaching processes and provides some suggestions to make improvement respectively.ReferencesNunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall.Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.Sinclair, J., & Coulthard, M. (1975). Towards an analysis of discourse. Oxford: Oxford University Press.。

The Application of the Situational Teaching Method in the Elementary School AbstractAlongwith the development of China’seconomy, English becomes more andmore important in people’s daily life. The English teaching method which is used in each stage receives a lot of attention. After Chinese educational system reform, the Situational Teaching Method comes into being. Till now it has got great achievements in the English teachingof elementary school. As for English teachingof the elementary school, it pays to focus attention on the Situational T eaching Method. The scenes originate from social practice. It is a product of people’s daily lives. It emphasizes the integration of the dynamic process and the life situation, pays great attention to students’ understanding of life, pays great attention to students’ability development in the active process, and stimulatestheir interest from various aspects. It helps students to understand the teachingmaterials and develop students’ psychological functions through the scenes which can produce vividimages. The core of the Situational TeachingMethodis tostimulate students’ emotion.Key wordsEnglish; the Situational Teaching Method; the Elementary School; Application 摘要随着中国经济与社会的发展，英语在人们的日常生活中显得越来越重要。

前沿英语教学方法Here is a 613 word essay on the topic of "Cutting-Edge English Teaching Methods":Effective English teaching methods have evolved significantly in recent years, moving away from traditional rote memorization and grammar drills towards more dynamic, engaging, and student-centric approaches. As the world becomes increasingly interconnected, the need for practical, communicative English proficiency has grown, necessitating innovative teaching techniques to meet this demand. Several cutting-edge methodologies have emerged that hold great promise for enhancing English language learning outcomes.One such approach is the communicative language teaching (CLT) method, which prioritizes the development of functional language skills over strict grammatical mastery. CLT emphasizes authentic communication in the target language, creating opportunities for students to engage in real-world dialogues and task-based activities. This shifts the classroom dynamic from teacher-led instruction to student-driven interaction, fostering the natural acquisition of vocabulary, idioms, and conversational fluency.Another innovative technique is the flipped classroom model, where students engage with lesson content, such as video lectures or reading materials, outside of class, and then use in-class time for collaborative learning activities and problem-solving. This approach allows teachers to customize lessons based on students' needs and learning styles, providing more personalized support and guidance during the application phase. By inverting the traditional lecture-homework structure, flipped classrooms cultivate active learning and critical thinking skills.The integration of technology has also transformed English teaching, with the rise of digital resources and language-learning applications. Multimedia tools, such as interactive whiteboards, educational videos, and language-learning software, can enhance lesson delivery, provide immediate feedback, and enable self-paced learning. Additionally, online platforms and virtual exchange programs connect students with native speakers, fostering intercultural communication and authentic language practice.Gamification is another emerging trend in English education, where elements of game design, such as points, badges, and leaderboards, are incorporated into the learning experience. By tapping into students' natural inclination towards play and competition, gamified approaches can increase motivation, engagement, and retention oflanguage skills. Well-designed educational games can also promote collaborative problem-solving, critical thinking, and the application of language in context.Furthermore, the growing emphasis on content-based instruction (CBI) has led to the development of innovative English teaching methods. CBI integrates the learning of English language skills with the study of academic or professional content, such as science, history, or business. This interdisciplinary approach not only enhances language proficiency but also deepens students' knowledge and understanding of relevant subject matter, preparing them for future academic or career pursuits.Finally, the adoption of a more inclusive and culturally responsive pedagogy has become increasingly important in modern English teaching. This involves acknowledging and incorporating students' diverse cultural backgrounds, learning preferences, and lived experiences into the curriculum and instructional strategies. By fostering a classroom environment that values inclusivity and celebrates linguistic and cultural diversity, teachers can better engage students, build stronger rapport, and promote equitable learning outcomes.In conclusion, the field of English language teaching has witnessed a remarkable transformation, with the emergence of cutting-edgemethodologies that prioritize communication, technology, gamification, content integration, and cultural responsiveness. These innovative approaches aim to create dynamic, engaging, and student-centric learning experiences that equip learners with the practical language skills necessary to thrive in an interconnected world. As the educational landscape continues to evolve, the ongoing development and implementation of these cutting-edge teaching methods will be crucial in shaping the future of English language instruction.。