Abstract: Language learning and teaching can be an exciting and refreshing interval in the day for students and teachers. There are so many possible ways of stimulating communicative interaction. However, the teaching condition seems to be far from its point of satisfaction. For example, English teaching is still a tedious, dry-as-dust process. Chinese students are very passive in class. Students lack confidence in learning English. This paper will analyze the reasons why Chinese students are still very passive in English class and will give some advice on how to change this condition as we 论文摘要：随着科技的进步， 中国 已经出现了许多互动交际教学的可行性方案。这不论是关于学生的学习还是教师的教学都是一件令人振奋的事情。然而当今的教学状况仍不容乐观，英语论文范文，如教学过程的枯燥无味，学生在课堂上仍然处于被动的地位等等。当然这些跟我们的传统教学理念、传统的教学措施等不无联系 。本论文将着重研讨中国中学生在 英语 课堂上处于被动地位的原因，并提出一些改变该状况的可行性建议。 1. Introduction China has seen an increasing demand for English in people’s careers and promotions since 1978 and particularly after China’s entrance into WTO. Naturally, there is an impressive commitment to EFL teaching and learning from both teachers and learners. There is no doubt that much progress in English teaching and learning has been made in China in the last two decades. Seeing that, never in the nation’s history had so much money, time, effort, equipment and so on been invested in English language teaching and learning and never has so much international cooperation been involved in projects to train both Chinese EFL professionals and learners (Dzau, 1990, Cortazz&jin, 1996). [1] However, the outcome of the endeavors seems to be far from its point of satisfaction, especially in the field of English teaching and learning in the middle schools. As English course standard has pointed out, in the middle school, English curricula’s general aim is developing independent study and cooperation, forming effective learning strategy, developing student’s ability to apply the language comprehensively on the foundation, emphasizing student’s obtaining English information, handling information, analyzing and solving the problems, especially paying attention to student’s thinking and expressional ability, forming cross-culture social consciousness and basic cross-culture social ability, and further opening students’ vision. However, a lot of problems still exist in English teaching and learning. For instance, students lack confidence in learning English; Students are still very passive in class. Although students achieve high-test scores, they lack creativity and a working knowledge of other fields. This paper intends to probe into the issue of the passivity of students in class and discuss the reasons why Chinese students are passive in the English class, and will also put forward some suggestions on it. 2. Reasons for Students’ Passivity 2.1 Chinese Tradition of Educational Concept. The passivity has first of all its root in the Chinese tradition of educational concept, which puts undue stress on the authority of teachers. Students are told from the beginning of their formal education that they should be obedient at school and listen to teachers attentively. Day after day they have got used to be an obedient “listener” and “receiver”, and even when they become grow-ups, they still heavily depend on their teachers. 2.2. Academic Teaching Style Another main cause is the academic teaching style, which is characterized by teaching techniques of grammatical explanations and translation, and it is also known as the grammar-translati，英语论文网站 |
