Reflective Practice In English Language Teaching

With the initiation of the curriculum reform in fundamental education, foreign language teaching offers a new request to teacher education and development. Traditional teaching ideas and methods cannot satisfy educational demands. Under this circumstance, "reflective practice" provides an alternative approach to current foreign language teaching. Reflective practice is a reflective process for developing teachers' expertise in problem solving, decision-making, and complex thinking. The knowledge we gain through reflection can play a vital role in the development of our professional practice.This research is carried out in five steps, including questionnaires for teachers and students, theories of reflective teaching, action research, analysis and discussion, and conclusion. The author tries to describe the change process during, before and after the class on the observation of English class, to explain the role of reflection in the teaching process, and to demonstrate a particular strategy to accelerate and enhance teachers' development. The paper deals with four aspects about reflective practice. They are: 1) research on learners' learning cognition and their cognitive styles; 2) discussion of teachers' decision-making in language teaching; 3) thinking of teachers' roles in the teaching process; 4) reflection of their class management and the approach to the maximum teaching quality. In addition, the paper considers the reflective teaching through class interaction, teachers' language, students' language, questioning techniques, and assessment on students.The author thinks that this study will help change teachers' conception of teaching and improve teaching quality.