A Comparative Study Of Foreign Language Teaching Styles At High Schools In China And USA

The teaching style (TS) refers to pedagogic comprehensive representing of the way of thinking and behaving during the teaching process, which contains the individual teaching attitude, knowledge level, the ability of class organization, etc.During the past decades, the Foreign Language Teaching (FLT) at high schools has been increasingly possessed the significant status of basic educational system in China. Teaching Style is established gradually in a long-term pedagogic process, therefore it influences the classroom chronically and distinctly.After World War II United States has become a force in various international fields. This nation is the only one which may achieve its second and postsecondary education without foreign language study (Schulz, Renate. 1998:6). Hereby foreign language teaching is not given an enough attention for a long period. Nevertheless the USA is one of the few countries with advanced facilities and wonderful basic system in the field of education. Its conception of FL teaching has undergone changes over the years and has better served the students and the teachers of the nation.In the foreign language classrooms at high schools, predominant teaching styles are to a great extent of the differences between the teachers in China and the United State. Based on the Teaching Styles Inventory for the FL teachers and the survey for students with their preferences on FL teaching and learning in China and the USA, this thesis is intended to study the teaching styles of FL teachers at high schools in both two countries, and under the comparison of the differences between them, search for the solution to better the impact of FLTS efficiently and effectively. Some advice is boldly suggested at the bottom of the text.The qualitative methods involving interviews, Teaching Styles Inventory (TSI) and a survey for the students on their foreign language learning, and classroom observation were all used. The quantitative method was employed to analyze the data in the study.The data from TSI more or less reflect FL teachers'teaching styles. Students' perceptions of their FL learning experiences presented the evidences or causations. Teaching style is a crucial factor during the foreign language teaching, and impact a lot on the effects of teaching. Generally speaking, there is no overall right or wrong teaching style of all the FL teachers. Each teacher acquires or shapes his/her unique teaching styles proceeding from one's individual conditions, including personal or national, or international. Becoming a real qualified teacher who may satisfy all students'desires for knowledge, the best way is to be resolved to advance rapidly their own ability of target language employing, adjust the teaching conception, improve the teaching method and technology, and keep observing on other domestic or international peers.To reduce teacher-student style conflicts is not easy, but also not impossible when teachers are aware of their learners' needs, wants, potentials, and learning style preferences in order to use appropriate pedagogical methods to meet them, no matter where the teachers locate, no matter what language they are teaching. One teaching style admits variety of conditions, teachers should consider them differences as they plan how to teach, and make a conscious effort to include various teaching styles in their daily lesson plans, for helping their students become not only successful but also enjoyable.Comparative study of the teaching methods in the two countries will help teachers of both-side avoid a narrow range of teaching approaches, which may become a barrier hindering them from adapting their teaching styles to learners'needs and communicating successfully with the youngsters.China's teachers should always proceed from their personal realities, review their experiences gained in practice of FL teaching and at the same time learn from the achievements abroad. They should never duplicate model of the educational system of the West and never cease pursuing.In conclusion, the study of the differences on FLTS at high schools in the two countries contains the following three items:1. Traditional styles of teaching vary greatly from country to country. China's traditional teaching style is still teacher-centered or authority-centered, plentiful lectures are given in most classes. There is a more flexible way such as interactive or communicative teaching styles commonly used throughout the USA.But the students'acceptance of Chinese FL teachers'authority is not higher than the USA's. As a matter of fact, it's being in diametrical opposition.2. Differences in population or other objective conditions placed on the study of a foreign language that together to result in a difference of teaching methods employed. Therefore in the USA a teacher may walk around while students are working, speak to them individually about his/her observations or opinions, or ask them questions about their problem-solving process or procedures. In China, there is no such way employed in a classroom.3. Unless China & the U.S.A. face comparable class sizes, etc., the methods in which it is to be taught in a class will remain different consequently. But to compare and learn the teaching styles from the counterparts might produce some far-reaching outcomes, which are beneficial to both teachers and students.More suggestions and inspirations have been described in detail hereinafter.