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1、On How to Bring Students Role in English Class into Full PlayKey words: passivityEnglish classteaching styletAbstract: 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 communicative interact
2、ion. 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 studen
3、ts 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. Int
4、roduction China has seen an increasing demand for English in peoples careers and promotions since 1978 and particularly after Chinas entrance into WTO. Naturally, there is an impressive commitment to EFL teaching and learning from both teachers and learners. There is no doubt that much progress in E
5、nglish teaching and learning has been made in China in the last two decades. Seeing that, never in the nations 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 project
6、s to train both Chinese EFL professionals and learners (Dzau, 1990, Cortazz&jin, 1996). 1 However, the outcome 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,
7、in the middle school, English curriculas general aim is developing independent study and cooperation, forming effective learning strategy, developing students ability to apply the language comprehensively on the foundation, emphasizing students obtaining English information, handling information, an
8、alyzing and solving the problems, especially paying attention to students 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
9、. 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 discus
10、s the reasons why Chinese students are passive in the English class, and will also put forward some suggestions on it.2. Reasons for Students Passivity2.1 Chinese Tradition of Educational Concept.The passivity has first of all its root in the Chinese tradition of educational concept, which puts undu
11、e 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 become grow-ups, they stil
12、l heavily depend on their teachers.2.2. 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 exam
13、ple. 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 “Whats child?” “A noun.” “Whats cross?” “A verb.” “Whats cr
14、ossed ? ”“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 studentsspeaking and listening. As a result, Chinese studentsgrammar is much better than those in En
15、glish-speaking countries. But their speaking and listening cannot compare 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 pr
16、ocess 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 wha
17、t 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, talkingand talking, let alone the students can be active in the class.2.3 Fear of making mis
18、takesSome 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 answ
19、ering simple questions.2.4 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 activit
20、ies 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 d
21、esign teaching plans according to their own will, not from the students when giving classes. Most of them are completely immersed in their own eloquence of talking, neglecting students reactions. 2.5 Lacking English talentA lot of graduates majoring in English education are unwilling to become teach
22、ers for its low pay. Therefore quite a number of English teachers have not received regular training. Many of them teach English in their native language, which easily distract pupils attention. Even when university students are listening to a teacher in their own language, they are easily tired. Re
23、cently I observed 152 students in Min Jiang University who had a Chinese class about A Dream of Red Mansions, they became tired after 20 minutes. Teachers who are completely immersed in their own eloquence of talking often overlook this.2.6 Big class size Nowadays, big class is still very common in
24、Chinas 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 teac
25、hers 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 comprehensive learning process include
26、s 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
27、 is to communicate. However, the passivity hinders students from acquiring the ability to use the language.3.Suggestions to overcome students passivityTo overcome the passivity, I think we can take the following measures. 3.1 Rearranging the classroomThe traditional arrangement of desks ensures the
28、teachers role of “master” in the class but makes the students passive. 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
29、 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
30、etc.3.2 Keep record of students progressTeachers 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
31、 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 ca
32、n, improve on it.23.3 Encourage Students to Overcome the Fear and Open Their mouthspeaking EnglishHere are some tips for the teacher to help students to overcome their fear, and at the same time build students confidence in the class.3.3.1 Give the students more encouragement. Teachers can start lik
33、e this: “A bit difficult, but Im sure you can do it.” There is ample research evidence to show that the performance of students is at least partly depends on the teachers confidence in their ability. After students finish the task, it is still necessary for the teacher to appropriately affirm and pr
34、aise what they have done.3.3.2 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.3.3.3 Introduce an element of fun
35、 into classroom practice.Teachers can use competition, invention or trying to find something out through guessing to make the practice more like a kind of game.3.4 Maximizing STT (Student Talking Time) and Minimizing TTT (Student Talking Time)There is too much TTT and not enough STT. A classroom whe
36、re the teachers voice drones 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.3.4.1 Choose a suitable textbook, which can arouse students interest. As we kno
37、w, 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 a
38、n active role in improving the quality of teaching and cultivating students language competence. 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
39、school English teaching and learning.3.4.2 Use the communicative approach.Although mastery of the structural system is still the basic requirement for using language to express ones meaning, it is wise for teachers to encourage students to go beyond language structures. Only in this way can students
40、 match the content more closely with the actual foreign language.3.4.3 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 stude
41、nts 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. Ther
42、efore, it is very important for teachers to have a good knowledge of classroom English.3.5 Question strategiesThis 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.
43、 The following is the data.TeachersTotal Number of questionsNominatingChorusVolunteerTeacher selfT1100271T2123063T31832103T42051104T52787111T62776122Percentage100%22.8%15.8%49.1%12.3%Data analysis:The data above shows that the number of volunteer answering is the largest. It seems to indicate that t
44、he students were very active in the class and they liked to answer questions voluntarily. But in fact, the volunteers were always the same persons who were quick in learning. Most of the students were passive and they did not have opportunities to express themselves, let alone the weak students and
45、the shy students.4Suggestions:Adopt different means of questioning in different situationsDifferent means of questioning serve in different situations.The level of Questions Means of questioningThe most difficultVolunteer-answering, Nominating students who are good at EnglishThe average levelNon-vol
46、unteer-answeringThe easiestNominating (week students),Chorus-answering3.6 Variety待添加的隐藏文字内容2The saying “A change is as good as a rest” is certainly true in the classroom. Variety of activities for both teachers and students is essential. We should vary: The content-a whole lesson on one tense, for e
47、xample, can be boring; a few minutes work on something totally different is needed.The language skills-oral work for 45 minutes, for example, usually means exhaustion, restlessness and boredom.The learner activity -using group or pair work the whole time, for example, can also be dull and therefore
48、ineffective.The aids-an over-used wall picture, for example, will soon lose its appeal.The pace-a uniform rate of presentation and practice, whether fast or slow, can induce fatigue.3.7 Teacher TrainingIt is obvious that course quality depends much on the teachers quality. Foreign language teaching is a professional job which requires a teachersexpert knowledge(e.g. Knowledge of education, psychology, communications, Applied linguistics, etc.), flexible skills (be able to ap
