achesonOnHowtoBringStudents’RoleinEnglishClassintoFullPlay-模板

2021年1月20日发(作者：焦痂)
OnHowtoBringStudents
’
RoleinEnglishClas sintoFullPlay








”



Key words: passivity English class teaching stylet


Abstract: Language learning and teaching can be an exciting and
refreshing interval in the day for students and teachers. There are so
many
possible
ways
of
stimulating
municative
interaction. However,
the
teaching condition seems to be far from its point of satisfaction. For
example,
English
teaching
is
still
a
tedious,
dry-as-dust
process.
Chinese students are very passive in class. Students lack confidence in
learning
English.
This
paper
will
analyze
the
reasons
why
Chinese
students
are still very passive in English class and will give some advice on how
to change this condition as well.



论文摘要：
随着科技的进步，
中国已经出现了许多互动交际教 学的可行性
方案。
这不论是对于学生的学习还是教师的教学都是一件令人振奋的事情。
然而
当今的教学状况仍不容乐观，
如教学过程的枯燥无味，
学生在课堂上仍然处于被< br>动的地位等等。
当然这些跟我们的传统教学理念、
传统的教学方法等不无关系

。
本论文将着重探讨中国中学生在英语课堂上处于被动地位的原因，
并提出一些改变该状况的可行性建议。






1. Introduction


China
has
seen
an
increasing
demand
for
English
in
people
’
s
careers
and promotions since 1978 and particularly after China
’
s entrance into
WTO.
Naturally,
there
is
an
impressive
mitment
to
EFL
teaching
and
learning from both teachers and learners. There is no doubt that much
progress in English teaching and learning has been made in China in the
last
two
decades.
Seeing
that,
never
in
the
nation
’
s
history
had
so
much
money,
time,
effort,
equipment
and
so
on
been
invested
in
English
language
teaching
and
learning
and
never
has
so
much
international
cooperation
been
involved
in
projects
to
train
both
Chinese
EFL
professionals
and
learners
(Dzau, 1990, Cortazz&jin, 1996). However, the oute of the endeavors
seems to be far from its point of satisfaction, especially in the field
of
English
teaching
and
learning
in
the
middle
schools.
As
English
course
standard has pointed out, in the middle school, English curricula
’
s
general aim is developing independent study and cooperation, forming
effective learning strategy, developing student
’
s ability to apply the
language
prehensively
on
the
foundation,
emphasizing
student
’
s
obtaining
English information, handling information, analyzing and solving the
problems,
especially
paying
attention
to
student
’
s
thinking
and
expressional ability, forming cross-culture social consciousness and
basic
cross- culture
social
ability,
and
further
opening
students
’
vision.
However,
a
lot
of
problems
still
exist
in English
teaching
and learning.
For
instance,
students
lack
confidence
in
learning
English;
Students
are
still
very
passive
in
class.
Although
students
achieve
high-test
scores,
they lack creativity and a working knowledge of other fields.


This paper intends to probe into the issue of the passivity of
students
in
class
and
discuss
the
reasons
why
Chinese
students
are
passive
in the English class, and will also put forward some suggestions on it.


2. Reasons for Students
’
Passivity


Chinese Tradition of Educational Concept.


The passivity has first of all its root in the Chinese tradition
of educational concept, which puts undue stress on the authority of
teachers.
Students
are
told
from
the
beginning
of
their
formal
education
that
they
should
be
obedient
at
school
and
listen
to
teachers
attentively.
Day after day they have got used to be an obedient “listener” and
“receiver”,
and
even
when
they
bee
grow-ups,
they
still
heavily
depend
on their teachers.


Academic Teaching Style




Another
main
cause
is
the
academic
teaching
style,
which
is
characterized by teaching techniques of grammatical explanations and
translation,
and
it
is
also
known
as
the
grammar-translation
method.
Take
a
secondary-school
class
for
example.
In
the
class
the
students
are
being
tested on their homework. The teacher has written a series of sentences
on the board: The child has
＿
(cross/crossed/crossing)the road. The boy
was__ (do/did/doing) his homework, and so on. He asks them “What’
s
child?”
“A
noun.”
“What
’
s
cross?”
“A
verb.”
“What′s
crossed ? ”“Past participle.” “So what do we say? ” “The boy has
crossed the road.” “Good.”





This
teaching
method
over- emphasizes
on
language
structural
analysis
and
tutoring
of
language
itself,
ignoring
students′speaking
and
listening. As a result, Chinese students′grammar is much better than
those in English-speaking countries. But their speaking and listening
cannot pare with that of many developing countries. KeJun, 81, a senior
member of Chinese Academy of Science and a famous expert in physics of
materials,
describes
this
teaching
method
with
great
vividness.
He
likens
the
class
teaching
process
to
that
of
making
a
roast
Peking
duck.
He
said:
“We
first
drove
students
to
the
classrooms
or
labs,
and
then
inculcated
many things in them like force-feeding ducks. Finally we tested the
students, pressing then into dried salted ducks. As a result, these
students
lack
the
ability
to
apply
what
they
have
learned
and
have
difficulty in analyzing and solving problems.


Under
the
guidance
of
such
a
teaching
method,
the
students
are
prone
to
suffer
from
fatigue
after
listening
to
teachers′
dull
talking,
talking…and
talking,
let
alone
the

students
can
be
active
in
the
class.”



Fear of making mistakes


Some students are reluctant to speak in class for fear of making
mistakes
and
“sounding
funny”.
It
seems
that
expressing
their
own
ideas
in English is an arduous task for them. Even more, quite a number of
students think it is embarrassing for them to speak English and feel
awkward even in answering simple questions.


Teaching not standing in students
’
position


As we know, the process of teaching on the part of teachers is at
the same time the process of learning on the part of students. Teaching
without
being
in
students
’
shoes
is
not
a
successful
teaching.
The
purpose
of all the activities designed by teachers is to bring students
’
role
in
class
into
full
play,
that
is,
how
much
the
students
have
participated
in the activity and how much they have done in listening
，
speaking and
reading.


However, what the English teachers do in this aspect is far from
satisfaction. Teachers usually design teaching plans according to their
own will, not from the students
’
when giving classes. Most of them are
pletely
immersed
in
their
own
eloquence
of
talking,
neglecting
students
’

reactions.


Lacking English talent


Big class size


Nowadays,
big
class
is
still
very
mon
in
China
’
s
educational
world.
In
the
primary
schools,
secondary
schools
or
even
universities,
there
are
often more than 40 to 50 students in a class. In some of the key primary
or
secondary
schools,
the
number
of
the
students
is
surprising ---more
than
60 students a class, which makes it difficult for teachers to carry out
the learner-center teaching. Under this circumstance, teachers have to
deal
with
students
in
groups
rather
than
in
individuals.
However,
language
is not learnt by groups, but by individuals.


All these phenomena still prevail in China.


However, a prehensive learning process includes receiving and
storing information, imitation and repetition; thinking and creation.
Therefore, a successful learning should at least involve three things:
being able to understand something, being able to remember something;
being
able
to
use
something.
Just
as
pudding
is
to
eat,
language
learning
is to municate. However, the passivity hinders students from acquiring
the ability to use the language.


to overe students
’
passivity


To
overe
the
passivity,
I
think
we
can
take
the
following
measures.


Rearranging the classroom


The traditional arrangement of desks ensures the teacher
’
s role
of
“master”
in
the
class
but
makes
the
students
pas
sive.
Try
to
arrange
the desks in a circle, or semi-circle, or horseback or in pairs when
necessary. In this way
teachers are easy
to access to
every student, and
give
students
the
feeling
that
teachers
are
genuinely
interested
in
them
and
available
for
them.
However,
considering
which
arrangement
should
be
made, teachers should probably make his or her decision based on the
particular
condition,
such
as
the
class
size,
the
number
of
students,
the
type
of
the
lesson
they
are
going
to
have,
and
the
different
level
of
the
students etc.


Keep record of students
’
progress


Teachers
can
try
to
keep
record
of
students
’
progress,
which
might
bring English teaching to a better result. Try taping your students in
a freer speaking activity. At first the students will be self-conscious
about
being
taped,
but
the
more
you
do
it,
the
less
they
will
notice.
The
tape can be used to show a before or after progress record. The students
will be so glad to discover difference! In the short term, you can use
a section of tape script to work on in class. You can show the students
what they have said and ask them to analyze it and if they can, improve
on it.


Encourage Students to Overe the Fear and Open Their mouth
—
speaking
English


Here are
some
tips for
the
teacher to help students to overe their
fear, and at the same time build students
’
confidence in the class.


Give the students more encouragement.



Teachers
can
start
like
this:
“A
bit
difficult,
but
I’
m
sure
you
can
do
it.”
There
is
ample
research
evidence
to
show
that
the
performance
of students is at least partly depends on the teacher
’
s confidence in
their
ability.
After students
finish
the
task,
it
is
still
necessary
for
the teacher to appropriately affirm and praise what they have done.


Remind
the
students
that
their
goal
are
to
be
FLUENCY,
NOT
ACCURACY.


Their aim in writing is to be accurate following the rules for
grammar and using the right words and spelling them correctly. However,
in speaking their aim is fluency.


Introduce an element of fun into classroom practice.


Teachers can use petition, invention or trying to find something
out through guessing to make the practice more like a kind of game.


Maximizing
STT
(Student
Talking
Time)
and
Minimizing
TTT
(Student
Talking Time)


There is too much TTT and not enough STT. A classroom where the
teacher′s voice drone
s on and on and where you hardly ever hear the
students say anything is not one that most teachers and students would
approve
of.
But
how
can
we
change
this
situation?
here
are
some
suggestions.


Choose
a
suitable
textbook,
which
can
arouse
students
’
interest.


As we know, interest is the best teacher, and enthusiasm can help
students do work efficiently. Therefore, a suitable textbook plays an
important role in the learning process. It is found that the quality of
textbooks has a direct impact on the enthusiasm of both teachers and
students, and it in turn plays an active role in improving the quality
of
teaching
and
cultivating
students
’

language
petence.
Thus,
our
teachers are granted a considerable degree of freedom in the choice of
textbooks so as to ensure the best cooperation between students and
teacher who definitely plays a guiding role in middle school English
teaching and learning.”



Use the municative approach.




Although mastery of the structural system is still
the basic
requirement
for
using
language
to
express
one
’
s
meaning,
it
is
wise
for
teachers
to
encourage
students
to
go
beyond
language
structures.
Only
in
this way can students match the content more closely with the actual
foreign language.



Teachers′ language should be simple and concise.



As we know, classroom is a main learning channel for Chinese
students.
Students
in
a
secondary
school
are
often
beginners.
If
teachers
give
classes
with
words,
which
are
beyond
students
’
understanding,
they
will have to explain what they have said until most of the students can
understand. In an only 45-minute class, this is a great loss for the
students
for
it
wastes
students
’
precious
time
in
which
they
can
do
more
speaking,
listening,
reading,
writing
or
other
activities.
Therefore,
it
is very important for teachers to have a good knowledge of classroom
English.


Question strategies


This semester, I made full use of my spare time to go to several
middle
schools
in
Luoyuan
to
attend
English
classes,
and
did
a
survey
about
the students
’
attitude towards teachers
’
questions. The following is
the data.
Teachers