语言教师

Teaching language is the most essential implement and means for teacher to materialize teaching objective.

教学语言是教师实现教学目标的最主要的工具和手段。

But now for the reason of many factors (examination system influences teachers" teaching attitude, misconceive the words of "talents", and "oral-communication abilities", be short of necessary language environment), oral-communication teaching doesn" t go forward really yet, and still rests on the stages of appealing and beginning, and deep research and experiments needs to be carried out combined theory with practice.

但是目前由于各方面的原因(考试制度左右教师的教学态度，人们对"人才"、"口语交际能力"的误解，缺乏必要的语言环境建设等等)，口语交际教学并未从真正意义上展开，尚停留在"呼吁"、"起步"阶段，还需要从理论和实践的结合上进行深入的研究和实验。

Because of crude facilities or keeping clear of trouble, some teachers enjoy following the beaten track in their teaching and ruling their students by their voices alone. They use the monotonous methods such as punishing the students to transcribe words repeatedly, without any innovation in teaching scenes. In this way, the teachers make a language which is closed to students to be a kind of solitary and tedious mechanical repetition, and then they get half the result with twice the effort in the mass, even causing a lapse of misguidance. Therefore, students' aggressiveness and personality in study were hindered, and their interests in study were killed. It's certain that students were repelled to study. In the same time, students were lack of opportunity to practice oral English after class, not to mention enjoying the pleasure in colorful second classroom.

一些教师或限于教学设备间陋，或贪图省事，因循守旧，一本书、一只粉笔、一块黑板一成不变，乐此不疲，教学"一言堂"，包办代替，对学生强注硬灌，罚抄单词，没有任何情景的创设，把贴进学生生活的语言变成了孤零零的、枯燥乏味的机械重复，教学总体上"费时较多，收效较低"，陷入"勤勤恳恳地教书，辛辛苦苦地害人"的误区和怪圈，阻碍了学生的主动发展和个性培养，扼杀了学生的学习兴趣，使其厌学、怕学；课余几乎没有口语应用的机会，更谈不上去享受多姿多彩第二课堂的乐趣；教学要求实行统一标准。

According to Zhang Zhengdong's description (Zhang Zhengdong: p320) of Myrna Delson-Karan's idea, in educational evaluation, the following items may be taken into consideration for the evaluation of a teacher of second language teaching.

据张正东的描述（张正东： p320 ）关于myrna delson - karan这的思路，在教育评价中，下列项目，可考虑为评价一名教师的第二语言教学。

In response to these changes, this paper claims that the teaching of English pronunciation and intonation in China should be more inclusive. Specifically, we should transcend the nativeness paradigm, add in some widely recognized EIL phonetic features, enhance students' receptive skills, help students grasp the essence of the Lingua Franca Core, innovate the present assessment of learners' pronunciation and intonation, and put more emphasis on teacher education to keep up with this latest trend.

基于这些新形势和新的研究成果，中国高校英语语音教学应突破本族语言范式，适当添加国际广泛认可的EIL的一些主要语音特征，提高学生对不同母语的英语使用者语音的辨识能力和接受性技能，着重帮助学生克服核心语音等容易影响交流的语音错误，改革语音考核制度，并且加大对语音教师有针对性的培训。

Since the 1970s, studies in English teaching and learning have shifted their main concern from teaching to learning. One sequence of this shift is the focus on the use of language learning strategies in second and foreign language learning.

自二十世纪七十年代以来，英语教学逐渐从关注教师如何教转向关注学生如何学，语言学习策略的研究因此应运而生。

Hypercritical of colloquial speech; the overcritical teacher can discourage originality.

对口头的语言过于苛刻；吹毛求疵的教师会打击创造性。

Meanwhile, as the pauperization of international communication, it is a key task for English teachers to use movie productions properly to teach the language and introduce the culture.

同时，随着国际交流的日益普及，如何利用好原版影视作品这个文化载体，在对学生进行语言培养的同时导入西方文化，已成为广大高职高专英语教师刻不容缓的任务。

In teaching education to work, pedagogic language especially important.

在教育教学工作中，教师的语言尤其重要。

But some English teachers neglect the importance of application of pragmatics in their teaching process.

这就要求英语教师在讲解语言知识的同时一定要注重语用知识的传授。

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。