角色英语

英语教师在课堂中的角色

Teacher’sRoleinMiddleSchoolEnglishTeachinginClassroom

ntroductionoftheSubject

Teachinginclassisthemainformofteachinginourmiddle

theclassroomthatanEnglishteacheristo

cultivatethelistening,speaking,readingandwritingabilitiesof

thestudents,giveknowledgeofphonetics,grammarand

vocabularyandtrainthemindofstudentsandgetthem

educatedm结实 orally,,teachersplayingproperrolesintheclassroomisofvitalimportance.

Therolesoftheteacherwilldependtoalargeextentonthe

effortshave

beendevotedtorearchesonteacher?mple,from

Richards?s(1990)understanding,thefollowingareamongthe

kindsofrolesteachersmayeforthemlvesintheclassroom:

1)monitorofstudentlearning;2)motivato项目负责人 r;3)organizerand

controllerofpupilbehavior;4)providerofaccuratelanguage

models;5)counlorandfriend;6)needsanalyst;7)materials

developer;8)nthefunctiontheteacher

performsindifferentactivities,Harmerdefinestheteacher?srole

sascontroller,asssor,organizer,prompter,participantand

resource-provider(Harmer,1983.201).Thelatterarethemost

commonrolesthatteachersplayinprent-dayforeignlanguageteachingandaretheoneswetalkinthispaper.

tionsofRoleandTeacher’sRole

Theword“role”1934,G.H.

Meadu,Ellis&McClintock(1990)defines

theroleastheparticipantinanyactofcommunicationwhich

involveshisparticularstatus,volve

differentkindsofwork,levelsofresponsibility,kindsof

relationships,patternsofinteractionandcommunication,andpowerrelationships.

Ineducation,accordingtoNunan(1993)then是什么意思 ,therolerefersto

thesocialandinterpersonalresponsibilityassumedbyteachers

andlearnersasclassparticipantsandthepartteachersand

eofteache呵斥的近义词 ris

primarilyanoccupationalrole,predeterminedbythenatureof

rsinterprettheirrolesindifferent

waysdependingonthekindsofschoolsinwhichtheywork,the

teachingmethodstheyemploy,theirindividualpersonalities,and

oomteachingistheteaching

rscanuavarietyof

classroomactivitiestoachievetheteachingobjectivesandmanyoftheirrolescanbeendirectlyinclassroomteaching.

r’sRolesinClassroom3.1Controller

Anappropriatedegreeofcontroloftheteacheroverthe

chercontrols

instance,whenstudentsdoskimmingandscanningtasks,itis

ing

lockstepactivities,theteachercontrolsthewholeclasssothat

udentsdoreproduction

activities,theteacher?scontrolcanmakesurethestudentsu

certaintargetlanguageitemsandtheirreproductionhasadegreeofaccuracy.

Whenwetalkabouttheadvantagesofteachercontrol,we

-controlwilldono

s,different

achersu

termslikecontrolledpractice,half-controlledpractice,andfree

practicetoindicatewherecontrolisneededandwherecontrol

evethatthemorecommunicativeanactivityis,thelesscontrolitneeds.

3.2Asssor

Itisgenerallybelieveditisamajorpartofateacher?sjobto

asssthestudents?ingtoHarmer,asanasssor,

theteacherdoestwothings,thatis,correctingmistakesand

insiststhatcorrectingshouldbe

correctinginvolvesshowingthatincorrectnesshas

occurred,zingfeedback

isaneffectivewaytoasssstudents?performancesothatthey

ganizing

feedback,itisverydiscouragingfortheteachertobecritical.

Rather,webelieveteachersshouldfocusonstudents?successor

progresssothatasuccess-orientedlearningatmospherecanbecreated.

3.3Organizer

Themostimportantanddifficultrolethatheteacherhasto

ysmanyapproachesand

ftheteacher?s

majortasksistodesignandorganizetasksthatstudentscan

doingthisthatteachershavethemost

freedomandmostchallenge,anditiswheretheteachercanexertcreativenessinanunlimitedway.

Beforeorganizinganactivityintheclass,theteachershould

ldalso

anticipateproblemsthatmayariwhentheactivityisbeing

studentsstarttheactivity,theteachershould

giveinstructionsclearlyandconcilysothatstudentsknowhow

ecessary,ustudents?nativelanguagetoclarify.

Whilestudentsaredoingtheactivity,theteachershouldwalk

aroundtheclassroomandoverhearwhatthestudentsaresaying.

Ifsomestudentsarenotdoingtherighttask,theteachershould

notesinmindwillhelptheteachertoprovideaccuratefeedbacklater.

3.4Prompter

Whenstudentsarenotsurehowtostartanactivity,orwhat

todonext,orwhattosaynext,theteachershouldgive

tance,ifstudentsfinditdifficultto

starttalkinginataskwheretheyhavetochoooneoffive

placestogoforanouting,theteachermaytellthemtoconsiderdistance,meansoftransport,time

available,safety,tudentdoesn?钱学森家族 temtobe

readyforananswer,theteachercangivehints;whenastudent

finisheswithaveryanswer,theteachershouldelicitmoreby

saying…??…Anythingel??…??

3.5Participant

Task-badteachingmethodncouragetheteacherto

participantinstudents?eteacherhasfinished

givinginstructions,andtheactivityhasstarted,thereisnopoint

fortheteachertostandinfrontoftheclassroomdoingnothing.

Besidesmonitoringtheclass,theteachercanalsojoinoneortwo

r,theteachershould

ldnotdominateorappeartobeauthoritative,thoughstudentsregard

itagoodchancetopracticeEnglishwithsomeonewhospeaksitbetterthanthemlves.

3.6Resource-provider

Althoughthejug-and-mudmethodhasbeenwidely

criticized,theteacherisstillconsideredagoodandconvenient

n,theteacher?sroleisthe

r,whenstudents

aresuppodtoworkontheirown,theteachershouldwithholdhisreadinesstoprovideresources.

es

4.1TheTeacherasController

1)Theteachergivesstudents2minutestoskimatext,and

whentimeisup,heasksstudentstostopandanswersomequestions.

2)Theteacherasksstudentstotaketurnstomakentences

onemakesanerror,theteacheraskshimorhertorevi.

3)Theteacherasksstudentstoproduceconversations

(eitherorallyorinwriting)byusingparticularpatternsorexpressionstheyhavejustlearned.

4.2TheTeacherasAsssor

1)Whenastudenthasmadeantencewithborrow,…Iborrowedapapertowrite

aletter?,theteachersays,…Well,wedon?tsayapaper,wesayapieceofpaper.?

2)Whenthestudentshaveingroupsdecidedwheretogo

foraspringouting,theteacheraskachgrouptotelltheotherswhytheyhavemadesuchachoice.

4.3TheTeacherasOrganizers

Theteacherwritesoneoffivenumbers(1-5)onanumberof

cards(thesamenumberasthestudents).Eachstudentdrawsone

hohavedrawnnumber1willformgroup1,and

estudentsareputintofivegroupsinarandomway.

4.4TheTeacherasPrompter

1)T:Doyouhaveanyhobbies？

S:Yes,Ilikesinginganddancing.

T:?S:Ialsocollectcoins.

T:O矛盾英文 h,really,howmanycoinshaveyoualreadycollected?

┆

2)Theteacherasksastudentaquestion…Haveyouever

boughtclotheswithproblems??Ifthestudentdoesn?temto

bereadytoanswer,theteachersays…?andpointstothebuttonsonhisownshirtorjacket.

4.5TheTeacherasParticipant

1)Whenstudentsaredoingagroup-worktask,theteacherjoinsoneortwogroupsforashortperiodoftime.

2)Theteacherhasawordinhismindandasksstudentsto

guessbyaskingonlyYes/Noquestionsuntiltheymakethecorrectguess.

4.6TheTeacherasResource-provider

Whiledoingawritingtaskeitherindividuallyoringroups,

thestudentsneedtouaparticularwordtheydon?asktheteacher.

y

Teacherrolesarerelatedultimatelytoassumptionsabout

,

differentapproachesstipulatedifferentrolesfortheteacher.

However,therearesomecommonrolesthatteachersp高中数学必修一 layin

mostofthemajorapproaches,suchascontroller,asssor,

organizer,prompter,s,

oodteacherisonewhocan

notonlyplayacertainkindofrolewell,butalltheroles,andcan

rsare

greatlyinchargeoftheclassroomteaching,iftheycan?t

appropriatelyplaytheirroles,howeveradvancedandeffective

teachingapproachestheyu,,te网络搭建 achers

shouldpayasmuchattentiontotheirrolesastheteachingmethods.