Research Of English Teacher’s Classroom Role In Senior High School From The Post-method Perspective

The 20th century is the most brilliant era of English teaching methods,audiolingual teaching method,communicative teaching method and task-based teaching methods were all born in this century.By the 1970 s,foreign language teaching has set off the trend of "method fever" and "model fever".Various teaching methods emerge endlessly and it’s hard to count(Stern 1985).However,in the 1990 s,linguists represented by Kumaravadivelu asserted that "method is dead" and foreign language teaching has entered the post-method era.In China,task-based teaching method was once written into the curriculum standard.But even so,in the actual teaching process,high school English teachers do not use a single fixed teaching method.It is more combined with the school situation and learning situation of the school,and does not have the structural characteristics of a single teaching method,which is the typical characteristics of English teaching in the post-method era.So he put forward three important parameters for foreign language teaching,which are particularity,practicality and possibility.At the same time,he also put forward his own views on the roles of teachers in the post-method era.In his opinion,teachers in the post-method era should have triple roles: knowledge transmitter,teaching practitioner and theory creator.However,what kind of roles Chinese senior high school English teachers play in the classroom and whether these roles are consistent with the triples role Kumaravadivelu proposed and what kind of role functions these specific teacher’s classroom roles embody.This is exactly the purpose of this study.In this study,the author was based on Post Method Pedagogy,Discourse Analysis and Constructivism theory,mainly used classroom observation and interview methods to collect data.The qualitative analysis software Nvivo was used for data analysis.This study focuses on solving three questions:(1)What kind of roles do senior high school English teachers play in the English classroom and whether these roles are consistent with teacher’s roles that Kumaravadivelu proposed?(2)What kind of role functions does the English teacher’s classroom role in senior high school embody?(3)What are the factors that restrict English teacher’s role play in senior high school? To answer these questions,the author selected 3 teachers from 3different senior high schools which employ the Three Threes Teaching Method,One-Three-One Teaching Method,and Project-based Learning Teaching Model from3 cities:Luoyang,Jiyuan and Yuncheng,for a total of 9 teachers.In addition,one class of each teacher is selected to collect data through class recording and after-class interview methods.The research results show that the senior high school English teachers in the post-method era present 13 different specific roles and these roles are consistent with the triple roles proposed by Kumaravadivelu through the classroom discourse and the discourse in the interview.4 specific roles embody that teachers are knowledge transmitter,7 specific roles for practitioner,and 2 for creator.It also embodies four different role functions,namely,conveying knowledge,promoting the class,managing classroom activities and creating.Finally,the author analyzes the factors that affect the role play of high school English teachers from the perspectives of teachers,students and contextual situations.Thus,it can be seen that it is extremely important for teachers to recognize their role correctly for the realization of teaching objectives and the improvement of teaching effects.