语言教师

It also puts forward some suggestions in order to make students achieve the balance of lanˉguage competence.

教师采用的是以教师为中心的教学法，学生被动听课，很少有参与的机会，这就造成了学生在听力和阅读这些属于被动语言输入的技能强于属于语言输出的写作和口语能力的后果。

Teachers reflect immediately on their teaching activities,paying attention to their teaching ideas which have been concealed in the behaviors or experiences,naming explicitly the information which only manifests in behavioral operations or practical experiences with metaphor,analogy,hypothesis, induction,etc.,and abstracting sequences of action as conception description or induction in words. All of these make possible both the teaching behavior explanation and tacit teaching idea exchanging.

教师可通过对自己的教育教学行为进行即时反思，对隐含于行为和经验之中的个人教育观念加以关注，借助隐喻、类比、假设、归纳等手段，用显性概念来命名本来只是体现在行为操作或实践经验中的信息，将不可言传的动作序列抽象为语言上的概念描述，既使教师对自己教学行为的解释成为可能，也使教师与他人就隐性个人教育观念进行交流成为可能。

Fully qualified and experience foreign and native teachers 一流的师资力量 We take pride in employing only highly qualified and experienced foreign and native-speaking english teaching staff. Local teachers are experienced and have been trained in western teaching methods.

中心在筛选教师方面有一套严格的审核标准，所有教师必须具备以下条件：外籍教师：●以纯正标准的英语为母语●英语语言教学资质与教育文凭●丰富的商务教学经验●西方社会文化生活与工作背景本土教师：●具有丰富的教学经验●接受严格的西方教学方法的培训、考核与认定

It is advanced firstly that trilingual education is based upon the multicultural education pedagogically and upon the development of bilingual education theoretically and practically. In addition, the research into trilingual code-witching becomes all the more important and significant due to the fact that trilingual education is a newly-developed research subject. The present study is of considerable significance in that it not only enriches the research of code-switching both in general setting and in classroom context, fosters conceptualization and implementation of trilingual education, but provides the implications for the EFL education for ethnic minority learners.

本章首先指出多元文化教育思想是三语教学的教育学基础，双语教育的蓬勃发展是三语教学的理论和现实基础，而三语教学研究的前沿性和创新性则为三语环境下教师课堂语码转换研究提供了广阔的生长空间和全新的研究意义；就研究意义而言，本研究在丰富和发展语码转换和课堂语码转换研究，对三语教学理论构想和实施，以及对民族外语教育的启示等方面都有重要理论和现实意义；本研究的特色与创新表现在对三语环境下教师课堂语码转换的影响模式及生成机制的构建，对三语教学的文化生态分析，对三语教师话语特征的解读，对三语环境下外语教育的课程特征、语言价值和文化追求的阐释，以及研究设计的特色与创新上。

Even the partial teachers became the class in English in the language knowledge to say teaching, the teacher practice of "what I say goes" phenomenon are serious, thus has neglected the language phatic, caused the high school English teaching to fall into during the low efficiency, the time-consuming vicious circle.

甚至部分教师把英语课上成了语言知识讲授课，教师言堂现象严重，从而忽视了语言的交际性，使高中英语教学陷入低效、费时的恶性循环之中。

In order to refresh one's knowledge constantly, the educational administrative departments at all levels still hold the second regional language teaching method seminar frequently, select and appoint middle and primary schools Mr. join French person who soak in that university hold class for advanced studies , Mr. of teaching , study, try one's best to reduce and change the teacher who participates in this kind of teaching , make this teaching body keep relatively intact and steady.

为了不断更新知识，各级教育行政部门还经常召开地区性的第二语言教学方法研讨会，选派中小学教师参加大学举办的法语浸入式教学教师进修班学习，并尽量减少更换参与这种教学的教师，使这支教师队伍保持相对完整与稳定。

With the increser of student proficiency level、teachers and students ask more echoic questions.

学习者语言程度越高，教师使用越多选择问句；学习者语言程度越低，教师使用越少选择问句。

CELTA adult English language teaching certificate The United Kingdom Cambridge prelector certificate is mark: The adult and the child teach two major kinds , CELTA is that Cambridge is not the adult English language teaching certificate that mother tongue personnel issues specifically for English , are the elementary certificate that those want to be a occupation english instructors must prepare for in the world.

CELTA成人英语语言教学证书英国剑桥大学教师证书分为：成人和幼教两大类，CELTA是剑桥专为英语非母语人员颁发的成人英语语言教学证书，是世界上那些想要成为一名职业英语教师必备的初级证书。

Constructivism advocates "a student-centeredlearning under the guidance of teachers". They agues that knowledge is not taught bythe teachers, but is acquired in a certain situation, that is, in the social and culturalbackground, through the Construction of Meanings by using the necessary materialsfor study, with the help by others (including teachers and learning partners). Theystress to create a variety of real language environments for the students, and pay muchattention to training the students actual ability of using the language. Its theory hasgreat inspiring and guiding significance in organizing teaching and compilingteaching materials.

建构主义提倡&教师指导下的，以学生为中心的学习&，认为知识不是通过教师传授得到的，而是学生在一定的情境即社会文化背景下，借助其他人的帮助，利用必要的学习资料，通过意义建构的方式获得的，强调为学生创设真实多样的语言环境，重视培养学实际运用语言的能力，其理论对组织教学、编写教材富有启发和指导意义。

Wu, X.(2004). Changes in the development of Chinese reachers' knowledge and beliefs on TEFL and their behaivior in the classroom .

Wu(2002)：从批判哲学高度用叙事探究方法记录了一群高校英语教师在自主发起的课程改革中的成长历程———教师的知识、自我认同乃至生存方式的改变；作者还借助话语分析和活动分析深入解读教师变化的过程，揭示了教师学习的社会建构本质：语言对认识的塑造作用。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。