Teacher， Material and Learner in Foreign Language Learning

李昭錦+周揚(yáng)娟

【Abstract】In foreign language learning， it is obvious that teacher， material and leaner are among the substantial factors contributing to the learning process. When it comes to the role of each factor， we have to take many factors into account. Their roles may vary across age， proficiency levels as well as sociocultural， political， and institutional contexts （Brown， 2007）. This article first illustrates the roles of the three factors one by one， and concludes with their relationship briefly.

【Key words】Teacher； Material； Learner； Foreign Language Learning

1. The role of teacher

In a broad sense， teacher acts as facilitator and director of the learning process， but not so much that stifle learners creativity. And teachers roles should extend to include their cultural and social needs， teaching students goes beyond language issues and enriching themselves by broadening their cultural and linguistic horizons. Furthermore， it would be teachers responsibility to make a suitable selection and find the most appropriate and reasonable activities in foreign language course books for children， teenagers or adults and consider which of them provide suitable challenges for learners of the particular age range. If we want learners to become absorbed in the tasks we set them， it is important to provide an appropriate challenge as well as helping the learners to plan appropriate strategies to meet these challenges （Williams & Burden， 2000）. As an elementary teacher， the main job is to make language lessons interesting， lively， and fun. The activities should be designed to capture their immediate interest （Brown， 2007）.

2. The role of material

Textbooks were viewed as the primary factor in successful learning （Brown， 2007）.The textbook publishers have a hard time tailoring material for many contexts， but the important message for textbook designers or those responsible for syllabus design is that whatever is specified in the book or syllabus will be interpreted I a variety of ways depending on the beliefs that both teachers and learners bring to them （Williams & Burden， 2000）.

In addition， well-chosen sound motion pictures can be excellent language teaching tools for presenting facts and providing comprehensible input in the target language. They give access to content and authentic surface forms in the target language as well as to the associations between them. They also allow repeated exposures. Additionally， they not only display affect more vividly than written texts can but can also help to motivate and engage language learners affectively as well as cognitively.endprint

3. The role of leaner

It is undoubtedly true that learners bring many individual characteristics to the learning process which affect both the way in which they learn and the outcomes of that process. Learners at the beginning levels of language will of course rely on the teacher， but learners should develop a sense of autonomy with the encouragement and guidance from teacher. In recent year， student-centered classroom has been thrived. Student has become the main characters in language class. Language class involves learners as active participants in the interpretation， expression， and negotiation of meaning. This method adds more opportunities for students to practice English， but we should bear in mind the unique features of your learners， so as to make the right decision of the proportion of student talk.

4. Conclusion

Although， the foregoing part has illustrated the role of teacher， material and learner separately， we cannot ground them separately in closed and steady cell. In fact， they are three interdependent and interacted elements. Teachers role varies according to the content and form of materials， and materials are chosen according to language learners age and proficiency levels under specific social context. Besides， teachers role changes according to learners age and proficiency levels. Thus， language learning process is engaged in a never –ending process of interaction and mutual adjustment among these variables. Keeping an eye on and making adjustments to adapt to the changes is of vital importance for both teacher and learner.

References：

[1]Brown，H.D.（2007）.Teaching by principles：An interactive approach to language pedagogy.（3rd ed.）.San Francisco：Longman.

[2]Williams，M.& Burden，R.L.（2000）.Psychology for language teachers.Beijing：Foreign Language Teaching and Research Press.

作者簡(jiǎn)介：

李昭錦（1988-），女，山東日照人，山東外國(guó)語(yǔ)職業(yè)學(xué)院教師，外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)碩士，從事商務(wù)英語(yǔ)教學(xué)。

周揚(yáng)娟（1987-），女，山東日照人，山東外國(guó)語(yǔ)職業(yè)學(xué)院教師，外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)碩士，從事商務(wù)英語(yǔ)教學(xué)。endprint