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Abstract：Teachercentered approach certainly gave students a strong grounding in grammarIt can give them both a set of clear objectives and a clear sense of achievementWe can say that teachercentered approach gives learners a basic foundation upon which they can then build their communicative skills through studentcentered approach
Key words：Teachercentered approach；Communicative skills；Studentcentered approach
Factors and Approaches
English reflects a diversity of perspectives of the world more than a languageAlso，the procedures of language teaching closely reflect the social，political，cultural，and intellectual climate of the timesFor the purpose of teaching and learning a language，LarsonFreeman suggests that it would be better to think of language as a dynamic processThus，as ESL teachers，the nature of the language needs to be considered
According to language’s nature，it is easy to infer that unchanged learning materials may lag behind the need of real language features，not to mention the unchanged attitude and teaching styles toward languageIn other words，Language learning must be able to accommodate “flexibility”，yet at the same time accommodate “rigidity”Here rigidity means the principles and theories of language that teachers and students might followWhile，flexibility refers to pay more attention on the meaning of language instead of the rules of languageFurthermore，the meaning of language is negotiable，which is not transmitted by teachers onlyConsequently，during the dynamic process，the language may be applied，transferred to a different context，and shared with others
Extending the consideration of the language features to the teaching and learning process，the gradually changing roles of teachers and students in modern language teaching process are motivated and combined primarily by a theory of “rigidity” and “flexibility” of language
Equally important，are the language users—students’ needs are another essential factors that researchers often highlight in their papersBefore teaching students，teachers should collect and analysis the information that will help to set up shortterm and longterm goals and objectives for students
Also，Graves provided two proficient skills to satisfy students’ needsOne is accurate assumption skill before the classThe other is flexible adjudgement skill during the classThe teacher has to conduct the course on the basis of prior experience in order to make fairly accurate assumptions about students’ needsHowever，that will not always be always appropriate or feasible，because the teacher does not have contact with the students until the first day of the classSpecifically，the adjudgement is needed to supplement during the classThus，it becomes more important to listen to what students say and to try to understand the other way they convey the language learning needs they use to transform the language data
Consequently，by considering the nature of language together with students’ needs，teachers can make an appropriate decision to cope with the learning and teaching practiceThis consideration also leads teachers and educators to think about the following concerns：What kind of learning and teaching approaches can follow the development and variety of the language and students’ needs?
Teachers should encourage students to participate in generating content，producing materials，determining outcomes，and evaluation，etcThe above statement explores the issue from the learners’ sideConversely，these considerations also can help teachers do their own work more effectivelyTeaching shows a pattern of social relations inside and outside the classroom，which will affect students’ life long learningTherefore，teaching can be considered as a cognitive process for students in order to make them more adaptable to the changes of societyUnderstanding and mastering this participatory teaching approach may be one of the most essential goals that classroom teachers help second language learners to develop their own identities，rather than focusing students’ attention solely on knowledge delivery
Major Trend in Second Language Education
On basis of the demand of language nature and students’ needs，studentcentered participatory approach is applied to the teaching and learning processThe comprehensive understanding of the necessity in changing roles of teachers and students is the obvious trend in second language teaching and learningThe illustration and evidence of gradually changing roles of teachers and students can be seen visibly in the development of methodologies in second language education
GrammarTranslation Language Teaching (GTLT) was historically used in teaching Greek and Latin and was gradually generalized to teach modern languagesThis method focuses on grammatical rules，the memorization of vocabulary and of various declensions and conjugations，translations of texts，doing written exercises
Compared with the Grammartranslation teaching approach，CLT gives much more authority to students considering students’ various needsIt makes tremendous progress in second language educational history，which is the turning point in the progress of second language teaching approaches and methodologiesIt is leading educators to think about the following issue：How are the changing roles appeared in CLT affecting the relatively new coming Networkbased language teaching (NBLT)?
Thus，the term electronic curriculum has a far more sophisticated meaning than the traditional teaching methods，which conjures images of the technical NBLT encourages learners to become more independent learners; helps learners study more communicatively and collaboratively under proper instructions; and bridges students from the traditional learning habits to multiple learning habits Hitech makes the learning process more vivid and flexible in order to match the different levels of learners through multiple mediaHitech makes learning a life long process; it makes learners engage in various levels of “cognitive process” involved in second language learning as well as fully participate in society
NBLT brings new challenges in second language education，which will deeply affect the changing roles of teachers and studentsOr in other words，NBLT changes the communication or interaction styles of teachers and studentsFor the first time，second language learners can communicate directly，easily，and inexpensively with other learners or instructors of the target language at any time of a day that is convenient and at school，work，or homeUnlike traditional facetoface communication，the computer
provides more equal opportunities to different kinds of students both in simultaneous and asimultaneous EcommunicationOn the other hand，a good Eteacher knows how to help students participate actively and productively in school or beyond school; knows how to use computer to inspire all students’ enthusiasm according to their different needs of them; knows how to mediate between the high tech tools and real class activities in order to involve students in their learning efficiently
The major trend of second language teaching embodied in developing methodologies and approaches is that the tremendous changing roles between teachers and students gradually from classical learning to the progressive model of ElearningIt is obvious that the teachercentered approach must be tempered with other approaches and methodologies to create a more flexible and conducive methodologyLearners are expected to be negotiators and explorers to engage in tasks and activities，and interact primarily with each other rather than with the teacher in the interactive and collaborative learning processTeachers are expected to facilitate the communication process among all learners，and between these learners and various activities and textsLearners are no longer passive receivers of knowledge that the teacher imparts
Students may have difficulties to achieve language communicative proficiency，because the teachercentered approach keeps them from personalizing the knowledge or developing their own styleHowever，no method should be entirely discarded RaoWe can’t deny there are certain positive traits to be found in such a rigid environmentIt certainly gave students a strong grounding in grammarIt can give them both a set of clear objectives and a clear sense of achievementWe can say that teachercentered approach gives learners a basic foundation upon which they can then build their communicative skills through studentcentered approachReferences
1.LarsonFreeman，D(2003)Teaching Lnauge：From grammar to grammaringBoston，MA：Thomson/HeinleChapter 3：The dynamics of Language，2433
2.Graves，K(2001)A framework of course development processesIn DRHall & AHewings (Eds)，Innovation in English language teaching：A reader(178196) London and New York：Routledge
3.Marsh，C，& Willis，G(2003)Curriculum：Alternative Approaches，Ongoing Issues，(3rd ed)Saddle River，NJ：PrenticeHall
作者简介
徐晓颖，女，1972年生，吉林长春人。中国农业大学，讲师。吉林大学文学学士，北京师范大学心理学硕士。研究方向：中外戏剧文学，英语教学法。
Key words：Teachercentered approach；Communicative skills；Studentcentered approach
Factors and Approaches
English reflects a diversity of perspectives of the world more than a languageAlso，the procedures of language teaching closely reflect the social，political，cultural，and intellectual climate of the timesFor the purpose of teaching and learning a language，LarsonFreeman suggests that it would be better to think of language as a dynamic processThus，as ESL teachers，the nature of the language needs to be considered
According to language’s nature，it is easy to infer that unchanged learning materials may lag behind the need of real language features，not to mention the unchanged attitude and teaching styles toward languageIn other words，Language learning must be able to accommodate “flexibility”，yet at the same time accommodate “rigidity”Here rigidity means the principles and theories of language that teachers and students might followWhile，flexibility refers to pay more attention on the meaning of language instead of the rules of languageFurthermore，the meaning of language is negotiable，which is not transmitted by teachers onlyConsequently，during the dynamic process，the language may be applied，transferred to a different context，and shared with others
Extending the consideration of the language features to the teaching and learning process，the gradually changing roles of teachers and students in modern language teaching process are motivated and combined primarily by a theory of “rigidity” and “flexibility” of language
Equally important，are the language users—students’ needs are another essential factors that researchers often highlight in their papersBefore teaching students，teachers should collect and analysis the information that will help to set up shortterm and longterm goals and objectives for students
Also，Graves provided two proficient skills to satisfy students’ needsOne is accurate assumption skill before the classThe other is flexible adjudgement skill during the classThe teacher has to conduct the course on the basis of prior experience in order to make fairly accurate assumptions about students’ needsHowever，that will not always be always appropriate or feasible，because the teacher does not have contact with the students until the first day of the classSpecifically，the adjudgement is needed to supplement during the classThus，it becomes more important to listen to what students say and to try to understand the other way they convey the language learning needs they use to transform the language data
Consequently，by considering the nature of language together with students’ needs，teachers can make an appropriate decision to cope with the learning and teaching practiceThis consideration also leads teachers and educators to think about the following concerns：What kind of learning and teaching approaches can follow the development and variety of the language and students’ needs?
Teachers should encourage students to participate in generating content，producing materials，determining outcomes，and evaluation，etcThe above statement explores the issue from the learners’ sideConversely，these considerations also can help teachers do their own work more effectivelyTeaching shows a pattern of social relations inside and outside the classroom，which will affect students’ life long learningTherefore，teaching can be considered as a cognitive process for students in order to make them more adaptable to the changes of societyUnderstanding and mastering this participatory teaching approach may be one of the most essential goals that classroom teachers help second language learners to develop their own identities，rather than focusing students’ attention solely on knowledge delivery
Major Trend in Second Language Education
On basis of the demand of language nature and students’ needs，studentcentered participatory approach is applied to the teaching and learning processThe comprehensive understanding of the necessity in changing roles of teachers and students is the obvious trend in second language teaching and learningThe illustration and evidence of gradually changing roles of teachers and students can be seen visibly in the development of methodologies in second language education
GrammarTranslation Language Teaching (GTLT) was historically used in teaching Greek and Latin and was gradually generalized to teach modern languagesThis method focuses on grammatical rules，the memorization of vocabulary and of various declensions and conjugations，translations of texts，doing written exercises
Compared with the Grammartranslation teaching approach，CLT gives much more authority to students considering students’ various needsIt makes tremendous progress in second language educational history，which is the turning point in the progress of second language teaching approaches and methodologiesIt is leading educators to think about the following issue：How are the changing roles appeared in CLT affecting the relatively new coming Networkbased language teaching (NBLT)?
Thus，the term electronic curriculum has a far more sophisticated meaning than the traditional teaching methods，which conjures images of the technical NBLT encourages learners to become more independent learners; helps learners study more communicatively and collaboratively under proper instructions; and bridges students from the traditional learning habits to multiple learning habits Hitech makes the learning process more vivid and flexible in order to match the different levels of learners through multiple mediaHitech makes learning a life long process; it makes learners engage in various levels of “cognitive process” involved in second language learning as well as fully participate in society
NBLT brings new challenges in second language education，which will deeply affect the changing roles of teachers and studentsOr in other words，NBLT changes the communication or interaction styles of teachers and studentsFor the first time，second language learners can communicate directly，easily，and inexpensively with other learners or instructors of the target language at any time of a day that is convenient and at school，work，or homeUnlike traditional facetoface communication，the computer
provides more equal opportunities to different kinds of students both in simultaneous and asimultaneous EcommunicationOn the other hand，a good Eteacher knows how to help students participate actively and productively in school or beyond school; knows how to use computer to inspire all students’ enthusiasm according to their different needs of them; knows how to mediate between the high tech tools and real class activities in order to involve students in their learning efficiently
The major trend of second language teaching embodied in developing methodologies and approaches is that the tremendous changing roles between teachers and students gradually from classical learning to the progressive model of ElearningIt is obvious that the teachercentered approach must be tempered with other approaches and methodologies to create a more flexible and conducive methodologyLearners are expected to be negotiators and explorers to engage in tasks and activities，and interact primarily with each other rather than with the teacher in the interactive and collaborative learning processTeachers are expected to facilitate the communication process among all learners，and between these learners and various activities and textsLearners are no longer passive receivers of knowledge that the teacher imparts
Students may have difficulties to achieve language communicative proficiency，because the teachercentered approach keeps them from personalizing the knowledge or developing their own styleHowever，no method should be entirely discarded RaoWe can’t deny there are certain positive traits to be found in such a rigid environmentIt certainly gave students a strong grounding in grammarIt can give them both a set of clear objectives and a clear sense of achievementWe can say that teachercentered approach gives learners a basic foundation upon which they can then build their communicative skills through studentcentered approachReferences
1.LarsonFreeman，D(2003)Teaching Lnauge：From grammar to grammaringBoston，MA：Thomson/HeinleChapter 3：The dynamics of Language，2433
2.Graves，K(2001)A framework of course development processesIn DRHall & AHewings (Eds)，Innovation in English language teaching：A reader(178196) London and New York：Routledge
3.Marsh，C，& Willis，G(2003)Curriculum：Alternative Approaches，Ongoing Issues，(3rd ed)Saddle River，NJ：PrenticeHall
作者简介
徐晓颖，女，1972年生，吉林长春人。中国农业大学，讲师。吉林大学文学学士，北京师范大学心理学硕士。研究方向：中外戏剧文学，英语教学法。