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A Study on the Lack of Junior Middle School English Teachers’ Language Awareness
CUI Xiang, JIN Ming-hao
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DOI:10.17265/2159-5836/2019.05.012
Yanbian University, Yanji, Jilin Province, China
This paper aims to take 20 Haikou XX Middle School English teachers as research subjects to investigate their language awareness by a questionnaire. According to the data, it can be seen that they seldom apply linguistic knowledge in classroom teaching. Their phonetic appearances are poor and pay too much attention to grammar teaching. Also, they rarely teach social cultural knowledge during teaching. And they still have a teacher-centered teaching concept. In case of enhancing their language awareness, teachers should change the tendency of paying too much attention to grammar and vocabulary knowledge, prevent the tendency of excessive emphasis on imitation, and advocate the learning model which combines language knowledge teaching and skills training. What’s more, teachers should cultivate students’ cultural awareness and combine language and culture in teaching English. Finally, teachers should establish a student-centered teaching concept, and help students develop positive emotions to learn English.
English teachers, language awareness, student-centered teaching
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