A Study On Teacher-As-Mediator In The ELT Classroom

The ultimate goal of language teaching has been described as the cultivation of independent and self-directed learners. However, it is impossible to achieve that in a short time. At present, many researchers attach importance to learner autonomy, while ignoring the research on the necessity and importance of teacher as mediator. As a matter of fact, the fundamental need for cultivating and improve learner autonomy is joint efforts of teachers and students in teaching practice. Psychologist Feuerstein's theory of mediation suggests that right from birth a child's learning is shaped by the intervention of significant adults. These adults are at first parents, and later teachers. He refers to these important figures in the child's learning as mediators. Therefore, as mediators, language teachers should select and employ effective mediation tools to provide appropriate stimuli and comprehensive language input for the learners, helping them become autonomous language learners. They also intervene the learners'responses by explaining to them and encouraging them.The main research question in this paper is what are EFL teachers'and students'perceptions of importance of the twelve mediation tools and how teachers actually practice these twelve mediation tools in the EFL classrooms. The research instruments in this research are mainly questionnaires and interviews. Twenty four college English teachers and one hundred college sophomores were engaged in the study. All of them were asked to complete the questionnaire designed by William, M and Burden, R (2000). After the questionnaire was administered, ten teachers and fifteen students were interviewed. Through exploring teachers'and students'perceptions of the twelve mediation tools, I hope to find that in the process of facilitating learners'autonomous learning, whether or not EFL teachers can make good use of the mediation tools to help them obtain independent thinking and problem-solving abilities.Results of this research demonstrate notable differences between teachers'perceptions of importance and their actual performance in teaching experience. Generally speaking, teachers fail to perform some of the functions they consider to be important. Also, there are considerable discrepancies between students'and teachers'opinions as to the importance of some mediation features. That is, English teachers show particular concern about helping students work together, enhancing learners'confidence and positive thinking in foreign language class. Comparatively, students hope teachers can teach them more strategies they need to learn effectively and help them to develop as individuals in language learning. These are aspects their teachers ignore or fail to supply sufficient help.In summary, mediator---the new role of language teachers, greatly empowers language teachers in their teaching career. Teachers as mediators intervene between learners and learning environment, facilitate proper response from the learners, help them understand the significance and goal of learning tasks, promote their belief in controlling their own behaviors and being competent and confident learners, and also create optimal psychological environment. Those measures that enhance teachers'performance and help students to be autonomous learners deserve attention and endeavors of all foreign language teachers in China.