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1、English Language Teaching As I See ItPeoplewhohavealreadymasteredthelanguagetolearnanotherlanguagecalledasecondlanguagelearning,academicknownasthesecondlanguageacquisition.ManystudentsfeelthatlearningEnglishistime-consuming,inefficientandlesseffective.SomepeoplejokinglysayChinesestudentscanreadandwr
2、iteEnglish,butisdeafanddumbtoEnglish.Toknowthereason,alotofresearchershavecarriedoutextensiveandin-depthinvestigationandresearchesandtheresultsindicatethatmoreorlessaveryimportantreasonistheabsenceofagoodwayoflearning.Weknowthatlearningstrategiesinsecondlanguageacquisitionplaysanimportantrole.Asthel
3、inguistAndrewD.Cohenpointed“Thesuccessofalanguageacquirementdependsonthelearnersownefforts,onesownabilityinmakinggooduseoftheleaningchances.”Andalso,oneimportanttaskinforeignlanguageteachingincollegeistomakethelearnerstoknowhowtolearn.Asanoldsayinggoes,“Itsbettertoteachamanfishingthantogivehimfish.”
4、Therefore,itsquiteimportanttostudythefunctionsofdifferentlearningstrategiesandthedevelopmentofthelearningmethodsinlanguagelearners.Nowadays talent Competition in world is not only competition of academic but also competition of scholastic ability, so grasping the internationally accepted English wil
5、l become an important symbol of learning abilityEnglish is a very practical subject, it is an all-inclusive listening, speaking, reading and writing input and output information on internships and language practice course. Therefore, students must be placed in the door to use the language of movemen
6、t to perceive, analyze, define, internships, from imitation to real diplomacy diplomacy in order to reach a real grasp of English. All this must all play a protege by the initiative, triggering their interest in learning, to form a good motivation to learn and teachers to create a good objective con
7、ditions talent usefully achieved. Therefore, to optimize the structure of classroom teaching, training, English language ability protege experimental teaching English Quality tension point.As we all know, English Language Teaching as a separate course, as it Like a subject, it has the process of gen
8、eration, evolution and development. With the rapid progress in education, linguistics , psychology and other disciplines, the development of English Language Teaching, and adapt to different actual needs appeared Hundred Flowers prosperity scene like. Although each teaching schools and many educatio
9、n experts and scholars on English Language Teaching methodology point of view, different views and outlook , but in its history , you can clearly see a decisive factor , namely: Foreign Language Teaching for for the various phenomena that appear in English teaching practice and interpretation of the
10、 law of summary summarizes the teaching , practice and then to guide the process of foreign language teaching theory system for the purpose , along with many other aspects of social, political , economic , cultural and other actual needs of development and constant change , perfect . We can say that
11、 all genres of English teaching is not which one is completely from all angles are better than the other. Therefore, to explore the advantages and disadvantages of foreign language teaching in schools , not quite lost the partial , but should the current foreign language teaching in our country many
12、 advantages and disadvantages of the actual existence of departure to explore a teaching system to adapt to the development of the most optimized for the best in our own way .The communicative approach-or Communicative Language Teaching-is the namewhich was given to a set of beliefs which included n
13、ot only a re-examination of what as aspects of language to teach, but also a shift in emphasis in how to teach. The _what to teach aspect of the Communicative approach stressed the significance of languagefunctions rather than focusing solely on grammar and vocabulary. What matters in the communicat
14、ive activities is that students should have a desire to communicate something. They should have a purpose for communicating, for example, to make a point, to buy an airline ticket, or write a letter to a newspaper. They should be focused on the content of what they are saying or writing rather than
15、on a particular language form. They should use a variety of language rather than just one language structure. The teacher will not internene to stop the activity; and the materials he or she relies on will not dictate what specific language forms the students use either .in other words such activities should attempt to replicate real communication.
