An Study On English Teacher Roles Of Middle School Based On Kumaravadivelu's Macrostrategic Framework

Throughout the history of foreign language teaching in the 20 th century,it is a history of research on foreign language teaching methods.Under the guidance of pedagogy,linguistics and psychology,applied linguists developed one teaching method after another.From the grammar-translation method at the end of the 18 th century to the task-based approach,although each teaching method has its own characteristics,there are still some shortcomings,for no teaching method is omnipotent.By the late of the 20 th century,many scholars objected to the trend of pursuing methods blindly and declared that the foreign language teaching has entered in the post-method era.Basically,the post-method era doubts the validity of any single teaching method,emphasizes the teaching ideas like flexibility,stresses the complexities of foreign language teaching,especially the important influence of social,political,and educational systems on foreign language teaching,and proposes a series of strategies that guide classroom teaching and design classroom teaching activities.The teacher roles are of great significance in the post-method era.As the idea of foreign language teaching in new era,the post-method era definitely claims new requests and gives new challenges to all the foreign language teachers.However,in the post-method era,people have not paid enough attention to the problem of teacher's role positioning.Meanwhile,the research on the roles of foreign language teachers in middle schools is even less.Therefore,if foreign language teachers can determine their roles in post-method teaching and properly solve the problems existing in giving full play to the teacher roles so as to realize the role change,it will be of great significance for teachers' professional development and improving the quality of foreign language teaching.Based on the theories of Kumaravadivelu's post-method era and constructivism,this thesis mainly focuses on the following three issues to explore the role-playing of English teachers in middle schools in the post-method era: 1.What roles do English teachers expect they should play in English teaching process? 2.What roles do students expect their English teachers play in English teaching process? 3.How do teachers behave in English teaching process from the perspective of teacher roles? In response to the above-mentioned problems,the author chooses 40 foreign language teachers and 200 students from two middle schools in Qingdao City,Shandong Province as the research objects,and conducts a 3-month investigation by using the methods of questionnaires,interviews and classroom observations.Finally,relevant data and information arecollected and SPSS 22.0 was used for data analysis.The survey results show that: firstly,what foreign language teachers expect most is that they can effectively organize classroom activities,help students solve problems,guide classroom activities,cultivate students' language awareness and promote students' meaning construction.Secondly,what students expect most is that teachers can pass on more knowledge to them,help them solve problems in their learning in time,create a good classroom atmosphere for them,cultivate their comprehensive ability to use foreign languages,and adjust their negative psychological state when they feel anxious and nervous.Thirdly,the data from the investigation show that in the actual English teaching,teachers can provide sufficient and effective learning resources to help students solve problems in time,evaluate students' learning effects,and effectively adjust students' negative psychology.However,teachers' teaching guiding ability is weak,the degree of participation in classroom activities is relatively low.There are some factors that restrict the realization of teachers' ideal roles to a certain extent: teachers' inherent minds and habits,the lack of teaching enthusiasm and professional quality,and the conflict between examination-oriented education and quality-oriented education,and so on.Based on the research of the roles of middle school English teachers in the post-method era,the thesis puts forward corresponding countermeasures to the existing problems: 1.Teachers should gradually develop the habit of teaching reflection,and constantly adjust and improve the roles such as guiders of teaching activity and participates of classroom activity to meet the learning needs of students;2.Schools and society should give more support to teachers.First of all,they should take a variety of measures to motivate teachers' enthusiasm.Secondly,teachers should pay attention to the study of the relevant theories in the post-method era in their teacher training,and clarify the role requirements of teachers in the post-method era,so as to promote the overall quality of foreign language teachers.