Teaching Theory of English. New Version

Author: Su Mingcai
Publisher:
Publish Date: 2001-07-01
Features: Teaching English as a Foreign Language is a key book in the Modern Educational Theory Series of the English Series under the National "Nineth Five-Year Plan" Key Book Publishing Project. Written by Professor Su Mingcai of the English Department at our university, it was published by Guangxi Education Press in 2001. The book has the following four characteristics:
1. It pioneers the study of the theory of roles in English teaching. The book begins with the definitions and functions of the roles of English teachers and students, as well as the differences between the concepts of "role" and "ROLE," and "student" and "LEARNER." It elaborates on the roles and functions of teachers and students in traditional teaching methods, communicative teaching methods, and the JEC textbooks. It points out that the Chinese word "role" differs significantly from the English word "ROLE," which carries both the meaning of "role" and "function." This research has identified many errors in equating "the role of the teacher" with "the role" and has pioneered the study of role theory. In a letter to the author, Kurtharris, the editor-in-chief of the Journal of English Teaching and Practice of the American English Association, wrote: "I was very impressed with both of your articles and wanted to use at least one of them. We have never published more than one article by the same author in any one issue, and we planned to follow that guideline. But given the topic of our September issue, we finally decided to use both of your articles. In fact, your two articles will be the first two articles in the September issue" (Your two articles left a very deep impression on me. I wanted to use at least one of them. The Journal of English Teaching and Practice has never published more than one article by the same author in any one issue, and we have always followed this principle. But for the September issue, we finally decided to use both of your articles. In fact, your two articles will be the first two articles in the September issue").
2. It studies and constructs English teaching models. The book starts with the definitions and analysis of concepts such as language, teaching, language teaching, English teaching, English teaching theory, English teaching practice, and English teaching models. Combining classroom teaching practices of English as a foreign language in China, it proposes two methods and processes for English teaching—transitioning from theory to models, then to practice, and from practice to models, then back to theory—and four principles for constructing English teaching models. Through this research, it has developed English teaching models, which are the first of their kind in English teaching.
3. It proposes a hypothesis of the transcendence of communicative theory. Based on the inclusivity and extensibility of communicative theory (G. Cook, 1995:11), the book puts forward arguments for the transcendence of communicative theory. Since language is a decontextualized and highly rule-bound subject in linguistics, irregularities are ubiquitous in actual communication. Creative examples are constantly emerging, which goes beyond the scope of linguistic rules.
4. It proposes a Chinese-specific definition of English teaching, which is: "a bilateral and unified process involving the teaching of an English teacher and the learning of an English student, and encompassing various factors such as the social environment, English teaching content, teaching methods, and teaching evaluation." This is a theoretical breakthrough and a distinctive feature of the book. This definition not only prevents a disconnect between teacher-student activities and the teaching process but also avoids the tendency to replace "teaching theory" with "learning theory" or vice versa. This definition holds significant theoretical and practical importance and reflects a certain degree of Chinese specificity.
Additionally, the book conducts in-depth research and elaboration on the differences between the English words "TEACH" and "TEACHING" and the Chinese word "," the fact that the Chinese word "" is a "null term" in English, and the mismatch between the English word "THEORY" and the Chinese word "." The book also redefines related concepts such as language teaching, English teaching, language teaching theory, and English teaching theory, providing a more thorough and comprehensive explanation of their research status and scope. It clarifies the relationship between teaching and learning, teachers and students, the relationship between English teaching theory and related disciplines, and the impact of the social environment on English teaching. Building on the study of teacher-centered and student-centered theories, it advocates for a learning-centered approach. It delves into the roles and functions of teachers and students in teaching and also explores issues such as the development model of English teaching, the localization of communicative English, and the transcendence of communicative theory in English teaching.
The primary audience for this book is English teachers and students in middle and high schools, as well as university and graduate students in teacher training institutions. It also provides valuable reference for foreign language teaching professionals and applied linguistics researchers.