外国语高中英语口语素质教学初探学士学位论文

高中英语口语素质教学初探IntroductionNowadays,thephrase“Quality-OrientedEducation”becomessuchapopularandstrikingtermthroughoutthewholecountyandtheeducationalsystem.However,theoralEnglishteachinghasbecomethemostseriousproblemintheseniorhighschoolteaching.TeachingofspeakingskillsisoneofthemostdifficulttasksforanyESLeq\o\ac(○,1)teacherintheseniorhighschool.Itisbecausesuccessfulspeakingskillsareacquiredovertimeandwithlotsofpractice.InChina,theEnglishlearninghasbeenmistakenlyregardedasknowledgecramminginsteadofskilltraining,andmostpeoplejustlearnittopasskindsofexaminations.Astheschoolfocusestoomuchonknowledge,thentheteacherbecomesthecenteranddominatoroftheclass.Studentsjustpassivelylistentotheteacher,takenotes,memorizethekeypoints,anddotonsofhomeworkafterclass.Theyarenotactiveparticipantsintheclass,andtheteacherusesthesamestandardtoshapeorvaluethewholeclass.Then,studentsareafraidofcomingtotheclassgradually,andtheydonotwanttopracticeanyEnglishbytheirown.Theyareforcedtodotheexercisesorvariousdrillsbytheexaminationsandtheteachers.Nowonder,therearesomanystudentswhohavebeenstudyingEnglishformorethanfouryearsbutstillcannotexpressthemselvesclearlyinsimpleandaccurateEnglish.Infact,tolearnaforeignlanguageistopracticealot.Practiceplaysakeyroleinlanguagelearning.Afterthat,languagelearningisskilltraining.IfEnglishlearninghasbeenregardedasskilltraining,thedevelopmentofindividualsbecomesthefocusandtheteacherstrytoinvolvevariouswaystodigouttheindividuals’potentialandinnateabilitytotrainthemtomasterthisskillbasedontheirindividuality.Theninclass,thestudentsbecomethecenter.Theyallareinitiatedtospeak,topractice,andtoenjoythetargetlanguageenvironment.Theteacheractsasafacilitator,ahelper,andanorganizer,etc.What’smore,theteachers’competenceisaprobleminvolvedinoralEnglishclass.Nowadays,inseniorhighschoolinChina,someteachersreallyneedsomein-serviceteachertraining.Theirinstructionalskillsareseriouslydeficient.TheinstructionsshouldbesimpleEnglishandeasytofollow,butsometeachersevenswitchtouseChinesewhentheyhavedifficultieswithEnglishlanguageasmuchaspossible.Also,theteachersemphasizetoomuchontheteacher-studentinteraction,butneglectthestudent-studentinteraction.Besidesthat,someteachersfailtoinitiatestudents’emotioninclass.Theyfailtocreateanenjoyableandjoyfulatmosphereforstudentstolearn.Someteachersneglectthetechnologyforlanguagelearning.Theythemselveshavelimitedknowledgeofthevarioustechnologiesanddonotknowhowtointegratethemintotheirinstruction.Someteachersdonotknowsomebasicpedagogicalknowledgeandskillsandtheytrytofollowsuitwithoutreflectionforbetterchoice.Assomanyproblemsoccurredintheseniorhighschool,it’shightimeforustoputforwardthe“Quality-OrientedEducation”theoryintopractice.Thenherearesomerequirementsfortheteachers.UNESCOeq\o\ac(○,2)pointsoutthefollowingformulabasedonthequalityofforeignlanguageteaching:TeachingQuality=(StudentTextbook+SocialEnvironment+TeachingMethodology)*TeacherFromthisformula,wecanseethatthequalityofteacherreallyplaysaverysignificantroleinteaching.Inordertohavethe“Quality-OrientedEducation”,firstofall,theteachersmustbewell-qualified.Theyshouldhavethefollowingqualities:knowledgeaboutlanguagetheory,goodcommandofEnglishinoverallability,goodmanagementoftheclass.What’smore,theteachershouldknowsomeeffectiveteachingmethodsinoralEnglishteachingin“Quality-OrientedEducation”,forexample,theCommunicativeApproach,thesilentway,theDirectMethodandtheAudio-LingualMethod.Actually,inoralEnglishteaching,textbookplaysanimportantroleinlearning.Thetextbookshouldbecloselyrelatedtothestudents’dailylifeandcreatetheauthenticcommunication,whichisthemostimportantthing.Fromalltheabove,wecanseehowserioustheproblemsareconfrontingoralEnglishteachers,andthefocusof“Quality-OrientedEducation”inoralEnglishteachingislaidonthedevelopmentofabilityinusingEnglishfreelyinthereal-lifecontext.ByapplyingvariouseffectiveteachingmethodsinoralEnglishclass,therecreatesameaningful,simulatedcommunicativesituationandthespeakingactivitiesareputintoastimulatingcontext.Studentsgetveryexcitedandhighlymotivated.Theirknowledgeaboutthelanguage,theircreativity,emotionalquality,learningabilityaretobebroughtintofullplay,whichreflectsthespiritof"Quality-OrientedEducation".However,"Quality-OrientedEducation"isstillanewandchallengingtaskforthewholenation.Inordertocarryitbetterinthefuture,teachersshouldbewellqualified.TheyshouldnotonlyhavegoodcommandofbasicEnglishskills,goodmanagementofclassbutalsoshouldbefamiliarwithallteachingmethodsandacceptthemcritically.What'smore,theyshouldknowstudents'learningstyle,learningstrategy,learningprocessetc.Besidesthese,thetextbookalsoshouldbedesignedtosuitthestudents'psychologyandinterests.Withtheconsiderationofallabove,"Quality-OrientedEducation"musthaveabrightfuture.I.TheoreticalFoundationA.Quality-OrientedEducation"inGeneralMeaningNowadays,thephrase"Quality-OrientedEducation"becomessuchapopularandstrikingtermthroughoutthewholecountyandtheeducationalsystem.However,whatdoes"Quality-OrientedEducation"reallymean?Doesitmeantogiveenoughfreedomforthestudentstodowhatevertheylike,whatevertheywantandwhatevertheyneed?Doesitmeantoforgettheirhomeworktotallyandtrytoimprovethestudents'abilitiesonlybyall-dayplaying?Obviously,"Quality-orientedEducation"doesnotmeanthisatall.Actually,"Quality-OrientedEducation"isverycomplicated.Itcoverssomanyaspects.Someforeigneducatorsoncepointedoutthat"Quality-OrientedEducation”isthepragmatismthatmergesequityandexcellenceandfocusesontheindividuals.Accordingtothedefiner'sidea,inordertoimprovestudents'“quality”,students'overallabilitiesshouldbeequallydevelopedandimproved.Inotherwords,thestudentsshouldgetbalancedandoverallabilities.Atthesametime,thestudents'strongpointsshouldbeemphasizedandnurturedbasedontheindividual’saptitudeandcharacteristics.Thus,thestudentscombinetheircomprehensiveabilitywiththeiruniquestrongpointstoshapetheirown“quality”.Inthisway,“Quality-OrientedEducation”fulfillsitsfunctions.However,inmyopinion,besidestheabove,"QualityOrientedEducation"meansusingeducationasatooltofullydigouttheindividuals’innateorpotentialgiftsanddeveloptheindividual'scomprehensiveoverallabilitiesharmoniously.Inthisdefinition,thereare4keywords.Thefirstkeywordis"tool".Itmeansthatintheideaof"Quality-OrientedEducation",educationjustworksasameannotasanend.Thesecondis"individual"whichshowsthatin"Quality-OrientedEducation",thedevelopmentoftheindividualhasbeenpaidmuchattentionto.Theindividualsanddifferencesarerespected,becausedifferentpeoplehavedifferentbackgrounds,innategifts,learningpurposesandstyles,etc.Therefore,in"Quality-OrientedEducation",thereisnoidenticalstandardforeachindividual.Differentindividualsdevelopthemselvesbasingontheirownpotentialgifts.Thereisnoidenticalcriterionforthem.Thethirdkeywordis"overallability",whichshowsthepurposeofthe"Quality-OrientedEducation",thatistodeveloptheindividuals'overallabilityinsteadofknowledgecramming.Thisisthedistinctivemarktodifferentiate"Quality-OrientedEducation"from"Test-OrientedEducation".Forthepurposeof"Test-OrientedEducation"istopassexaminations.Andstudentsjustreciterepeatedly,memorizesomefacts,andpracticelotsofmechanicaldrills.Actually,theoverallabilityincludesthestudents'emotionalquality,thinkingability,characternurturing,learningability,etc.Itshowsthat"Quality-OrientedEducation"reallyfocusonthedevelopmentofindividualpersoninsteadofaccumulationofcertainlimitedknowledge.Theforthkeywordis"harmoniously".Itshowsthatin"Quality-OrientedEducation",studentsgetwell-balancedabilityandenjoytheharmoniousprocessoftheabilitydevelopment.B.Reflectionof"Quality-OrientedEducation"inOral-EnglishTeachingTobemorespecific,inoralEnglishteaching,“Quality-OrientedEducation"meanshowtoinitiateeachindividualstudenttodevelophisorherabilityofusingEnglishfreelyinthereallifecontext.Thatmeans,inourdailylife,theyarenotrecitingthesentencepatternfromthebook,butcaneasilyandfreelyexpresswhattheywant,whattheythink,andcanaskquestionsandshowtheiremotionsbyusingthelanguage.II.ProblemsappearedinoralEnglishclasshindering“Quality-OrientedEducation”A.MisunderstandingoftheideaofEnglishTeachingThemostimportantthingisthatthebasicideaaboutEnglishteachingiswrong.InChina,theEnglishlearninghasbeenmistakenlyregardedasknowledgecramminginsteadofskilltraining.Astheschoolfocusestoomuchonknowledge,thentheteacherbecomesthecenteranddominatoroftheclass.Studentsjustpassivelylistentotheteacher,takenotes,memorizethekeypoints,anddotonsofhomeworkafterclass.Theyarenotactiveparticipantsintheclass,andtheteacherusesthesamestandardtoshapeorvaluethewholeclass.Then,studentsareafraidofcomingtotheclassgradually,andtheydon'twanttopracticeanyEnglishbytheirown.Theyareforcedtodotheexercisesorvariousdrillsbytheexaminationsandtheteachers.Nowonder,therearesomanystudentswhohavebeenstudyingEnglishformorethanfouryearsbutstillcan’texpressthemselvesclearlyinsimpleandaccurateEnglish.Infact,tolearnaforeignlanguageistopracticealot.Practiceplaysakeyroleinlanguagelearning.Afterthat,languagelearningisskilltraining.IfEnglishlearninghasbeenregardedasskilltraining,thenthedevelopmentofindividualsbecomesthefocusandtheteacherstrytoinvolvevariouswaystodigouttheindividualspotentialandinnateabilitytotrainthemtomasterthisskillbasedontheirindividuality.Theninclass,thestudentsbecomethecenter.Theyallareinitiatedtospeak,topractice,andtoenjoythetargetlanguageenvironment.Theteacheractsasafacilitator,ahelper,andanorganizer,etc.Then,itformsthemulti-interactioninclass:teachertostudent,teachertostudents,studenttostudent,andstudentstostudents.Inthisway,thewholeclassisinvolvingactivelyandislearningfromeachother.Teacherassignsvarioustaskssuchaspresentation,groupdiscussion,andprojecttotrainthestudents’skillstospeak,cooperate,communicateandthink.Inthisway,students’scopesofknowledgearewidened,theirexpressionsaremuchricher,theirthoughtsareinspiredandtheyaremuchbraver.SowhenaskedtospeakinEnglish,theydonothavetomechanicallyrecitesomesentencesfromthebook,theycanmakesomesentencestoexpresstheirideasfreelyandeasily.B.IncompetenceofOralEnglishTeachersTheteachers’competenceisaprobleminvolvedinoralEnglishclass.Nowadays,inseniorhighschoolinChina,someteachersreallyneedsomein-serviceteachertraining.Theirinstructionalskillsareseriouslydeficient.TheinstructionsshouldbesimpleEnglishandeasytofollow,butsometeachersevenswitchtouseChinesewhentheyhavedifficultiesinusingEnglishasmuchaspossible.Also,theteachersemphasizetoomuchontheteacher-studentinteraction,butneglectthestudent-studentinteraction.Besidesthat,someteachersfailtoinitiatestudents’emotioninclass.Theyfailtocreateanenjoyableandjoyfulatmosphereforstudentstolearn.Someteachersneglectthetechnologyforlanguagelearning.Theythemselveshavelimitedknowledgeofthevarioustechnologiesandhowtointegratethemintotheirinstruction.Someteachersdonotknowsomebasicpedagogicalknowledgeandskillsandtheytrytofollowsuitwithoutreflectionforbetterchoice.III.BasicrequirementsforqualifiedoralEnglishteachercarrying“Quality-OrientedEducation”Assomanyproblemsoccurredintheseniorhighschool,it’shightimeforustoputforwardthe“Quality-OrientedEducation”theoryintopractice.Thenherearesomerequirementsfortheteachers.UNESCOpointsoutthefollowingformulabasesonthequalityofforeignlanguageteaching:TeachingQuality=(StudentTextbook+SocialEnvironment+TeachingMethodology)*Teachereq\o\ac(○,3)Fromthisformula,wecanseethatthequalityofteacherreallyplaysaverysignificantroleinteaching.Inordertohavethe“Quality-OrientedEducation”,firstofall,theteachersmustbewell-qualified.Then,whataretherequirementsforanEnglishteacherinChina?A.KnowledgeaboutlanguagetheoryFirstly,theteachershouldknowsomethingaboutstudents’learningstyle,learningprocess,andlearningstrategy.Onlyafterhe(orshe)knowsthestudentsbetter,canhe(orshe)teachthestudentsbetter.Somuchattentionshouldbepaidtothecenter---students.Actually,theirlearningpsychology,theircharacteristics,theirpersonalities,theirlearningstyles,theirlearningstrategiesandeventheiragesandsexeshavegreatinfluenceontheirEnglishlearning.Inordertobefamiliarwithallthese,firstly,theteachersshouldgettoknowbetteraboutthedifferencesbetweenthesecondlanguageacquisitionandthesecondlanguagelearning.Hereisacriteriontoshowtheirrelationship:languagelearning=languageacquisition+studyeq\o\ac(○,4)Thewriterthinksthiscriterionemphasizesthattolearnasecondlanguageneedstimeandefforts.Fromthiscriterion,itseemstotellthatthelanguageacquisitionisanunconsciousprocesswhilelanguagelearningisaconsciousprocess.Smallchildrenacquiretheirmothertongueintheirnativelandbycontinuouslyandunconsciouslyreceivingthelanguage.Gradually,hegrowsupandatthistime,whenhewantshislanguagetobemorecolorfulandrich,hehastoabsorbtheselanguageswhetherbyreadingconsciouslyorlisteningwithpurposeorbyreflectingmemorizingconsciously.Thentobemorespecific,howdoesapersonacquirethesecondforeignlanguage?Herewegotachart:eq\o\ac(○,5)Fromthischart,wecanseethatifwehavemoreinput,wethinkmoreandinvolvemoreactivitiesofmemoryandreorganization,thenweproducemore.Asaresult,welearnmoreandinternalizethesecondforeignlanguage.Alsoinreality,thedifferenceofageisaproblem,becausedifferentagegroupshavedifferentlanguagelearningadvantagesanddisadvantages.Inordertopractice"Quality-OrientedEducation",weshouldknowthesedifferencesandthenputdifferentmethodstothesedifferentagegroups.Besidestheage,italsoinvolvesmotivationinlanguagelearning.Therearetwotypesofmotivation,oneistheinstrumentalmotivation,andtheotheristhecomprehensivemotivation.Theformeristhatthepersonlearnsthelanguagebecausehewantstopasscertainexaminationortogetcertainpromotion.However,forthelatter,thepersonwhoholdsthecomprehensivemotivationreallylovesthelanguageandwantstolearnitwellforthesakeofthelanguageortheculturebyhimorherself.Actually,thepersonwhoholdsthecomprehensivemotivationcandevelopdeeperorlongerintereststowardsthesecondlanguagelearning.So,in"Quality-OrientedEducation",thereisakeypoint,whichistonurturestudents'emotionalquality.Onlyafterstudentsfeellikelearning,cantheyenjoylearningandreallylearnthings.Recentresearchsuggeststhatlearningstylehasasignificantinfluenceonstudents,choicesoflearningstylesandstrategiesaffectlearningoutcomes.Thenwhatislearningstyle?Whatislearningstrategy?Thetermlearningstyleisusedtoencompassfouraspectsoftheperson:cognitivestyle,suchaspreferredorhabitualpatternsofmentalfunctioning,patternsofattitudesandintereststhataffectwhatanindividualwillpaymuchattentiontoinlearningsituationscompatiblewithone'sownlearningpatterns,andatendencytousecertainlearningstrategiesandavoidothers.(Lawrence1984)Learningstyleisinherentandpervasive(Willing,1088)andisablendofcognitiveaffectiveandbehavioralelements(Oxford&Ehrman.1988).Learningstrategiesaretheoften-consciousstepsorbehaviorsusedbylanguagelearnerstoenhancetheacquisition,storage,retention,recallanduseofnewinformation.Someinvestigationswithlanguagelearnersfrequentlyshowthatthemostsuccessfullearnertendtouselearningstrategiesthatappropriatetothematerial,tothetaskandtotheirowngoals,needsandstageoflearning.Manydifferentstrategieshavebeenusedbylanguagelearners,suchasmetcognitivetechniquesfororganizing,focusingandevaluatingone’sownlearning;affectivestrategiesforissuelinkingnewinformationwithexistingschemeandforanalyzingandclassifyingit:memorystrategiesforenteringnewinformationintomemorystorageandcompensationstrategy(suchasguessingorusinggestures)toovercomedeficienciesandgapsinone'scurrentlanguageknowledge.(Oxford.1990)Furthermore,thefollowingarethethingsconcerningaboutlanguagelearning.1.Analytic's“GlobalProcessing”Accordingtotheresearch,thelefthemisphereofthebraindealswithlanguagethroughanalysisandabstraction,whiletherighthemisphererecognizeslanguageasmoreglobalorvisualpatterns(Willing.1988).Thoseright-brainlearnerswhopreferthekindsofprocessingdonebytherightsideofthebrainaremorefacilitateinlearningintonationandrhythmsofthetargetlanguage,whereastheleft-brainlearnersdealmoreeasilywithanalyticaspectsoftargetlanguagegrammar.2."Cooperation"VS"Competition"Nowadays,cooperativelearningbecomesanewinsightintegratedintoEnglishlearning.Inthisway,studentsaretaughttobecooperative,andincreasetheself-esteem,motivationandpositiveattitudestowardothers.Toleranceforambiguity"isanotherstyledimensionoflanguagelearning.Thestudentswhocanmorereadilytolerateambiguityoftenshowthebestlanguagelearningperformance.3.“Extroversion”VS“Introversion”Generallyspeaking,theintrovertstudentstendtobesilentinclassandliketolearnbythemselves.Butformostextrovertstudents,they’dliketolearnbytalkingorcommunicatingwithothers.Inthisway,theintrovertstudentsdon'tdoaswellastheextrovertstudentsintermofspokenEnglishandquickthought.Butformostintrovertstudents,they'dliketothinkforaperiodoftime,thustheirthoughtmaygodeeperdayafterday,althoughtheycan'tformaquickresponseatashortperiodoftime.4.“Reflectivity”VS“impulsivity”Somelanguageeducatorsdidalotofexperimentsonthisandgetaconclusion:thefield-independentcognitiveisgoodforsecondlanguagelearning.Thestudentsdonebyforeigncountriesonceshowedthatthelearnerswithfield-dependentlearningstylehavehigherdegreeoflanguageproficiency.Atthebeginning,therearenoobviousdifferencesbetweenthefield-dependentlearnersandfield-independentlearners.Buttoreachacertainlevel,thefield-independentlearnergraduallyshowshisorheradvantages,becauseotherscaneasilyinfluencethefield-dependentlearner.Somepeoplegetthequickresponsetowardonethingfromthefirstimpression,butotherstakecarefulthoughtsbeforeactingordrawingaconclusion.Theformerone,wecallhimimpulsivelearner.Whilethelatterone,wecallhimreflectivelearner.Generallyspeaking,thegoodlearnerhasgotbothofthesetwocognitivestyles.Herearesomeexamples.Shy-introverted,analyticallyorientedMarielearnsEnglishthroughgrammardrillsandsentenceanalysis.UncomfortablewithspontaneousspeechinEnglish,sherehearsesasmuchasshecaninprivate.Butincontrast,social,extroverted,globallyorientedJohnavoidsgrammardrillsbutseeksoutsocialconversationinEnglish.Heiscontenttothegeneralmeaningwithoutknowingeveryword.Forthesedifferentkindsofstudents,the"Quality-OrientedEducation"involvesdifferentmethodstoteachthem.B.GoodCommandsofEnglishSecondly,theteachershouldhavegoodcommandsofEnglishinoverallability,suchasreading,writing,speaking,listeningandtranslating.Ifhereallylovesthisjob,hewillmakeitamoreinterestinglesson.What’smore,theteachershouldhaveawideknowledgeandshouldbeveryfrankandkind.They'dliketosharetheirpersonalinterestsandlifeanecdoteswithstudents,justlikefriends.Theteachershouldhavethebasicpsychologicalquality,suchastheacuteobservation,acutememoryandrichimagination.C.GoodmanagementoftheclassThirdly,theteachershouldhaveagoodmanagementoftheclass.Theyshouldknowsomeskillstoinitiatethestudentstospeak.Theteacherwouldbetterdeveloptheirownteachingstylesbasedontheirowncharacteristics.Theteachingstylewhichadaptstotheteacherbetterwillmaketheteacherteachmorefreely.Besides,theteachershouldbefamiliarwithteachingmethodology,andalwaysreadytoputthegoodwaysofteachingintopracticeandreflectonthatfromtimetolime.Theteacherhasawaytogetabalancebetweenentertainmentandlearning.Hehasgotthemulti-role-coachcoordinator,learnertrainer,researcher,languagelearner,diagnostician,andfriends.Forexample,inclass,whenthenaughtystudentsdoagoodjob,theteachershouldgivesomeawardtoencouragethem,inordertoletthemdobetternexttime.Ifastudentgivesanexcellentanswertothequestiontheteacherhasraised,theteachershouldimmediatelysay“VeryGood”or“Excellent"tothestudent.Actually,inclass,theteachershouldhavesomespecifictechniquestohandleallthesethings.Theteachershouldencouragethestudentstolearn,tostudyandignitedtheircreativityandcareaboutindividualstudents---theirinterests,theirpsychologicaldevelopment,andtheircharacteristics.Besides,theteachersshouldcontinuouslyexplorehimtoadapttothestudents’needs.Onlyinthisway,canstudentshavethedemandsoflearningbythemselves.IV.EffectiveTeachingMethodsinOralEnglishTeachingin“Quality-OrientedEducation”A.CommunicativeApproachThefeaturesofCommunicativeApproachareasthefollowing:Theteachersusethe"authenticlanguage".Thetargetlanguageisavehicleforclassroomcommunication.Errorsaretoleratedandseenasanaturaloutcomeofthedevelopmentofcommunicationskills;teacher’smajorresponsibilityistoestablishsituationslikelytopromotecommunication.Teacheractsasanadvisorduringcommunicativeactivities.Communicativeinteractionencouragescooperativerelationshipamongstudents.Thecommunicativeeventisessentialingivingmeaningtotheutterances.Forthe"CommunicativeApproach",itemphasizesthecommunication,whichshowstherealpurposeof'Englishlearningin"Quality-OrientedEducation"."Quality-OrientedEducation"inoralEnglishteachingmeanstodevelopthestudent’sabilityofusingEnglishfreelyinthereal-lifecontext.ThebasiccharacteristicoforalEnglishclassliesonthestudents'involvementinclass.Forthe"CommunicativeApproach",itinvolvesvariousactivitiestoenlightentheclassatmosphere.Inthejoyfultargetlanguageenvironment,studentsenjoylearning.ThatiswhyitissopopularinChinanowadays.Forexample,byinvolvingthepreliminaryspeechorreport,thedialogue,thediscussionandthedebate,thestudents'thoughtsareinspired;students'speakingabilitiesareimproved.TheyhavegreaterinterestforEnglishlearning.Theteacherteachesthestudentshowtothink,cooperateandspeak,thatreflectsthespiritof"Quality-OrientedEducation"---todevelopthestudents'overallability.B.TheSilentWayThefeaturesofthesilentwayareasthefollowing:Theteachershouldstartwithsomethingthatthestudentshavealreadyknownandbuildfromthattotheunknown.Repeatingafteramodeldoesnotmeantolearnlanguage.Studentsneedtodeveloptheirown"innercriteria"forcorrectnesstotrustandtoberesponsiblefortheirownproductioninthetargetlanguage.Studentsshouldlearntorelyoneachotherandthemselves.Silenceisatool.Ithelpstoposterautonomy,ortheexerciseofinitiative.Italsoremovestheteacherfromthecenterofattention.Meaningismadeclearbyfocusingstudents'perceptions,notthroughtranslation.For"TheSilentWay",itremovestheteacherfromthecenteroftheclassandhelpstoposterautonomy,whichisveryeffective.Itemphasizeslearningfromknowntounknown,whichisinaccordancewiththelearningprocess.Inthisway,thestudentscanreceiveandunderstandeasier.Intheclass,theteachertriestospeakaslessastheycanandtrytoinitiatethestudentstospeakasmuchaspossible.Thusteachers’involvementhasbeenlimitedtomaximum,whilethestudentshavebeenfullyengagedinclass.C.DirectMethodThefeaturesofDirectMethodareasthefollowing:Teachersuseobjectstohelpstudentstounderstandthemeaning.Thenativelanguageshouldnotbeusedintheclassroom.Theteachershoulddemonstrate,notexplainortranslate.Itisdesirablethatstudentsmakeadirectassociationbetweenthetargetlanguageandthemeaning.Thepurposeoflanguagelearningiscommunication.Self-correctionfacilitateslanguagelearning.Theremayneverbeanexplicitgrammarruleagain.For"DirectMethod",thegoodpointisthatitmakesadirectassociationbetweenthetargetlanguageanditsmeaning.Inthisway,thestudentscaneasilyformthehabitofthinkinginthetargetlanguage.Forexample,inclass,whentheteacheristeachingsomewordsaboutfruits,thenhecanbringsomefruitstotheclassroom,pointattheserealthingsandteachtheEnglishforthesefruitsonebyone.D.TheAudio-lingualMethodThefeaturesoftheAudio-LingualMethodareasthefollowing:Languageformsdonotoccurbythemselves,buttheyoccurmostnaturallywithinacontext.Oneofthelanguage