On The Cultivation Of Students' Reflective Learning Ability In The Communicative Language Teaching

Reflective teaching has drawn more and more attention from the teachers and other educators abroad these recent years. The research on foreign language teacher development has transferred from the construction of foreign language teaching theories and training for teaching skills to the research on teachers' thinking. Since 1990s, the educators of the foreign language field in our country have realized the disadvantages in our foreign language teacher training and the importance of reflective teaching. They have proposed that reflective teaching should be adapted as the approach and content of teacher education, and some of them have put it into practice. The final purpose of reflective teaching in fact is to cultivate students of high quality, and the process is not only teaching process. Today, to cultivate the students' reflective thinking, to instruct students' reflective learning, and to cultivate students' reflective learning ability has become overwhelmingly a quite important task in foreign language teaching.Begin with the concept of reflective teaching and reflective learning, the thesis summarizes the research carried out on them by educators both abroad and at home, and analyzes the process of reflective learning as well as illustrating the theoretical foundations (humanism, constructivism, and metacognition). Through the comparison of teaching principles in CLT and major principles in cultivating students' reflective learning ability, this thesis tries to build links between communicative teaching approach and the development of student abilities for reflective learning through a model of reflective learning ability cultivation in CLT, which is the major contribution of this study. The author hopes this model could be helpful in foreign language teaching.