Reflections On The ELT Method Used In Junior Middle School

In present middle school English teaching in China, Communicative Approach is a widely spread teaching method which puts listening and speaking in the first place, reading and writing in the second place. But it still needs improving, because grammar and language form are not given due attention in teaching practice; students do better in listening and speaking than in reading and writing, and they get high score in examination but have low efficiency in communication.Apart from teaching methods, teaching context is also an important factor which has great influence on both teaching and learning. It comprises out-class context, including social factor, economic and technological development, and educational system, and in-class context, including space arrangement and time distribution in class, language used and learner's factor. Teacher has to consider these variables when deciding to take an appropriate teaching method.The dissertation makes a questionnaire conducted among students in grade two in junior middle school on language teaching and learning contexts, learner's motivation and strategies, and a survey on class activities. Based on the analysis of the collected data, and a careful study on the fact of China's language teaching and learning, the dissertation observes that China is a mono-lingual context for learners, and English learning can not be done purely through daily communication. The development of economy and technology raises the demand for English learning though economic disadvantage hinders English learning. Meanwhile, China's educational system determines some learners' motivation of learning English--passing examination. The fact that classroom is arranged in orderly rows, and teacher talk occupies most of class time shows that class is traditionally teacher-centered in China. Both English language and Chinese language are used in English class. In addition, the study on learner's factor shows that rather than dailycommunication needs, students learn English for the purpose of all-around development or future education and career needs. Most learners use reasoning in their English learning as well as some cognitive skills like note-taking, preparing lessons before class, going over lessons after class and using the first language to facilitate English learning. And their psychological state is influenced by teacher's attitude in class.In the survey, the writer also finds that in English class, grammar was taught inductively in teaching language system. However, the fact is that the students wished teachers explain grammar and sentence structures to help their study. Besides, pronunciation was taught through tapes and teacher talk in class. Students' need of language input and practice of language required teachers to balance. In teaching language skills, listening and speaking are much more emphasized than reading and writing.Based on the survey and the discussion on Communicative Approach and Cognitive Approach, the dissertation argues that the factors such as China's conditions, contexts, and learners' factors should be considered when teaching objectives, teaching methods and teaching evaluation are made. When developing students' communicative competence, teachers should not ignore the fact that the cor-ect form of language in building up students' language system is important as well. Grammar teaching should be included in teaching objectives, and the basic four skills should be developed at the same time. According to learners' cognitive abilities, Cognitive Method can be used in addition to Communicative Approaches. Evaluation should include both formative and summative form. Besides tests and examinations, class observation, portfolios, questionnaires and interviews can also be adopted in teaching evaluation.