31、es for cooperative interactions with their fellow students and the teacher. As the quality education develops, English teaching is confronting many challenges. It demands people who study foreign language possess a good command of language ability rather than a good command of language forms and rul 。

32、es. The goal of English teaching is to help students grasp how to use target language to communicate effectively and appropriately. 2. Teacher-centered classroom and the student-centered classroomAs to different roles of the teacher and students in the classroom, the focus has gone through several s 。

33、tages. Teacher-centered classroom management has dominated the stage for a long time in China, and then comes the student-centered classroom management. For a long time in the past century, foreign language teachers in China adopted the grammar-translation method. Their major focus was reading and w 。

34、riting whereas listening and speaking was given little concern to. The teacher was the main source of knowledge that presented and analyzed grammar rules. Later on came the audio-lingual method, which was warmly embraced by the majority of foreign language teachers. The teachers role in audiolingual 。

35、ism was central and active. It was the teacher who controlled the direction and pace of teaching, and monitored and corrected the learners performance. Both of these methods are teacher-dominated, in which the teacher manipulates the class and does the largest share of talking. It is known that a la 。

36、nguage is learnt rather than taught. The priority of a language classroom is to make the students learn the language. To achieve this goal, both the teacher and the students have their unique roles to perform. The relationship between teacher and learner are valuable contribution to establish a broa 。

37、der view of the language teaching and learning process. To ensure it happens smoothly, a proper environment needs to be established. Language teaching researchers have used different terms to refer to the overall situation in which language teaching takes place. Classroom setting, classroom context。

38、and classroom environment are just a few of them. Different terms reflect different learning theories that language-teaching researchers believe in. Setting refers to the time and place of a speech act and, in general, to the physical circumstances (Hymes, 1972). Context has something more to do wit 。

39、h discourse analysis. The concept of classroom environment is founded upon one learning theory, which is what takes place in the learners mind and what can make him/her learn better. In the classroom, what is placed at the top of the agenda is the roles of teachers and learners. Effective language l 。

40、earning can be best achieved by striking harmonious balance between teacher authority and learner autonomy in China. The learning process is best understood as threefold involving the learner intellectually or cognitively, socially and affectively. Classroom environment is not a term popped into the 。

41、 writers mind idly. Accordingly, a language classroom environment consists of three domains: physical environment, social environment and psychological environment. 3. Dimensions of classroom management Several dimensions of teaching have been found to account for differences between effective and i 。

42、neffective instruction. These include classroom management, structuring, tasks and grouping. 1) Classroom management Classroom management refers to the ways in which student behavior, movement and interaction during a lesson are organized and controlled by the teacher to enable teaching to take plac 。

43、e most effectively. Good managerial skills on the part of the teacher are an essential component of good teaching. In a well-managed class, discipline problems are few, and learners are actively engaged in learning tasks and activities;
this contributes to high motivation and expectation for success 。

44、. 2) Structuring A lesson reflects the concept of structuring when the teachers intentions are clear and instructional activities are sequenced according to a logic that students can perceive. In a well-structured classroom, both the teacher and students understand what the intentions of an activity 。

45、 are, why an activity occurs when it does, what directions they are supposed to follow, and what is the relationship between one activity and another. Classroom observations suggest that students pay more attention when the teacher spends time discussing the goal or structure of the lesson and givin 。

46、g directions about what students are to do. 3) TasksTasks refer to activities that teachers assign to attain particular learning objectives. Teachers have to make decisions not only about the appropriate kinds of tasks to assign to learners, but also about the order of tasks (the sequence in which t 。

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标题：Application|Application of English Communicative Teaching in Middle School( 三 )