"Misunderstanding" was originally a term in the field of social psychology, but now it is widely used in real life, especially some specious fallacies. Specifically, people have formed some seemingly correct ideas or behaviors, but in fact they are wrong for one reason or another. In English teaching in ordinary middle schools, there are many ideas and practices that are regarded as common sense or axioms, but from the scientific point of view of language teaching, they are serious misunderstandings. There are three kinds: (1) the misunderstanding of teaching concept, (2) the misunderstanding of teaching method and (3) the misunderstanding of learning evaluation.

(A) the misunderstanding of teaching concepts

Concept refers to people's views on things and reflects people's cognitive level. Every English teacher, whether he admits it or not, will consciously or unconsciously form his own specific views on English language, English teaching and students' learning. Therefore, his teaching methods and learning evaluation are influenced by his views on language, teaching and learning. At present, the misunderstanding of ideas and its main manifestations are:

1. There are generally two views on language: one thinks that language is a comprehensive system composed of phonetics, grammar, vocabulary and other knowledge. Therefore, in teaching, we pay more attention to the systematic imparting of knowledge and written practice, while ignoring the language ability training of listening, speaking, reading, writing and oral practice. The consequence of this kind of teaching is that students suffer from "English deafness" or "high scores and low abilities"; Another view is that language is equivalent to a skill, just like riding a bike and swimming, which can be achieved with more practice. Therefore, the teaching emphasizes a large number of single and repeated exercises and consolidation, characterized by sea tactics, in-class exams and uninterrupted exams.

2. On the understanding of teachers' level, a considerable number of teachers, including leaders of some educational administrative departments, think that improving teachers' language knowledge and skills can improve teachers' level, without paying attention to learning language theory, educational theory and teaching rules, and regard it as dispensable. Specifically, it pays more attention to the assessment or further study of teachers' professional knowledge level, while the learning of teaching methods is often a mere formality. As a result, some teachers' teaching concepts are relatively closed and conservative, and their teaching methods are outdated and single.

These misconceptions all reflect that teachers have some cognitive biases in their views on language, teaching and students, and are unfamiliar with the latest research results in linguistics, pedagogy and psychology, so many traditional habitual thinking has become stereotypes, which affects the unchangeable teaching methods.

(B) the misunderstanding of teaching methods

The misunderstanding of teaching methods refers to the typical formulaic and rigid practices of teachers in teaching text sentence patterns, vocabulary and grammar, as well as cultivating students' listening, speaking, reading and writing language abilities, classroom organization and exercise design, and lists them one by one.

1. In text teaching, we attach importance to language form and ignore meaning understanding. The focus of text teaching is often to learn language knowledge, and the text is used as a tool to analyze grammar, learn vocabulary, sentence patterns and words, which makes the ideological and complete meaning of the text seriously ignored, not to mention social and cultural background and customs. Most teachers often insert grammar, sentences and phrases into the text, which leads to the fragmentation of students' understanding of the text. As a result, there has been a phenomenon of "teaching without writing".

2. In sentence pattern teaching, pay more attention to structure than use. The general routine of sentence pattern teaching is to list formulas such as A+B = C on the blackboard, so that students can replace individual phrases, then convert them with affirmative sentences, negative sentences and interrogative sentences, and then ask them to recite. Because of the lack of situation when introducing sentence patterns, the practice of mechanism is long and the practice of meaning is short, the living language becomes a boring "theorem" Students are good at imitation but can't use it correctly (such as where, to whom and how to say it). Obviously, this kind of sentence pattern teaching focuses on cultivating students' simple grammar ability, and the consequence is that "students practice well in class, but once they leave class, they will not use the language effectively."

3. In vocabulary teaching, Chinese-English translation, phrase collocation and word discrimination are emphasized, while spelling, sentence making and sentence making of phonetic rules are ignored. Emphasize short-term memory and mechanical memory, while ignoring sentence-based meaning memory. It causes students to recite words in isolation, but they often can't spell, make sentences and use them.

It is not difficult to see from the misunderstanding of various methods that grammar-translation method is an obvious trace, which shows the profound influence of traditional teaching methods. These inherent patterns, which are not adapted to the development trend of modern English, are still taken for granted and widely used. It is worth noting that the standard for evaluating the advantages and disadvantages of teaching methods depends not only on the popularity of their use, but also on their teaching efficiency, that is, to achieve the highest teaching effect with as little time and energy as possible.

(C) the misunderstanding of learning evaluation

The learning evaluation referred to in this paper focuses on the attitude or language that teachers affirm or deny students' learning behavior. The misunderstanding of evaluation is mainly reflected in the evaluation standards, methods and contents.

1. The evaluation standard is too high.

The high evaluation criteria are as follows: (1) lack of significance. Generally speaking, teachers are less active and more negative about students' learning behavior; Less encouragement, more criticism, less praise and more criticism. Because teachers all believe in an unwritten concept: the more praise, encouragement and affirmation given to students, the easier it is for students to be proud. Therefore, the higher the evaluation standard for students, the stricter it is. Its performance is that all students are often measured by the same scale, which makes all types of students feel disappointed and depressed to varying degrees, and less or difficult to taste the joy of success. (2) Lack of comprehensiveness. Teachers often take exam results as the only basis for evaluation. A high score means studying well, and vice versa. In this way, it is unfair to evaluate students with different starting points and different efforts only by their academic performance. In particular, only high scores can win the favor of teachers. When students feel that it is difficult to get high marks no matter how hard they try, they will give up their efforts and even give up their studies.

2. The evaluation method is simple and blunt.

The evaluation method is simple and blunt: (1) lacks hierarchy. When evaluating students, many teachers often ignore the stages of learning and evaluate any stage in a one-size-fits-all way, such as the perception stage (primary stage), understanding stage (intermediate stage) and consolidation and application stage (late stage) of learning. As long as students are found to have mistakes, they will immediately take direct and severe measures to correct them, thinking that this will not give students a chance to make mistakes. As a result, students are too nervous and afraid of making mistakes in the initial stage, and they are more afraid of making mistakes and more vulnerable to criticism in the middle stage. Take an indifferent attitude towards the teacher's criticism in the later period. (2) Simplify the evaluation language. Because teachers' attitude is always too strict and the communication between teachers and students is not enough, teachers often label students with various positive or negative labels with judge-like attitude and language, which makes teachers' praise lose its due incentive effect; The teacher's criticism reduced the effect of persuasion.

As can be seen from the above, the misunderstanding of evaluation is also because it is divorced from the background of educational psychology, personality psychology and linguistic theory, so it is one-sided and blind, which makes the adjustment function, incentive function and persuasion function of evaluation fail to give full play, which deserves people's great attention.

Second, out of the misunderstanding of countermeasures

(A) the latest views on language

The new middle school English syllabus lists the term "for communication" for the first time, which makes it the starting point of all activities in middle school English teaching. For example, it provides a functional basis for the compilation of new textbooks and points out the direction for English teachers to teach and students to apply what they have learned. Therefore, the establishment of English teaching objectives, the implementation of teaching process and the evaluation of teaching effect should all take "for communication" as an important indicator. Therefore, the future teaching activities should always focus on the main line of "for communication", which is bound to be very different from the traditional teaching model. The main features are:

1. The teaching goal has changed from attaching importance to language form and language ability in the past to strengthening language use.

2. The teaching content has changed from attaching importance to grammar items to emphasizing language functions. Expand the input of language materials (including authenticity) and let students fully perceive the language.

3. In the interaction between teachers and students, from one-way communication centered on teachers' activities in the past to emphasizing that students are the initiative of various teaching activities organized by teachers and paying attention to two-way and multi-directional communication.

4. The teaching process has changed from the teacher's teaching in the past to the communicative process in which students use language to complete various task-based activities.

5. In error correction strategies, teachers change from correcting mistakes when they see them to depending on each stage of teaching. Specifically. In the demonstration stage, we should encourage bold opening or practice and don't make too many mistakes. In the practice stage, we should pay attention to the accuracy of the language and correct the mistakes in time when we see them. In the communication stage, language fluency is emphasized, with little or no change.

(B) the focus of the reform of teaching methods

1. Strengthen the stimulation of students' intrinsic learning motivation, the improvement of learning interest, the establishment of learning self-confidence, the cultivation of good study habits and the guidance of learning methods. Firmly establish that language is learned in the process of learning, not just the concept of the church. Teachers should strengthen guidance, guide students to find and solve problems themselves, and gradually dilute the concept of relying on scores and exams to manage students.

2. In text teaching, we should strengthen the integrity, significance and culture, pay attention to the cultivation of reading comprehension ability, and improve the comprehensive language application ability by combining the study of language knowledge. In this way, we can not only learn how to correctly understand the views and feelings of others, but also freely express our own views and feelings, thus promoting the exchange of ideas, information and feelings and achieving the purpose of communication.

3. In vocabulary teaching, we should attach importance to sentence-based teaching, organize a lot of reading in and out of class, review and consolidate, and actively use vocabulary.

4. In phonetics teaching, pay attention to strengthening language flow teaching. This includes stress, rhythm, linking, voice loss, intonation and other easily overlooked phonetic teaching contents.

5. In grammar teaching, we should strengthen meaningful and functional exercises on the basis of structural exercises and internalize grammar rules into students' language use.

In short, in the face of all kinds of misunderstandings in English teaching, as long as we start with ideological understanding, take scientific language teaching theory as the guide, completely change the old teaching concepts and update teaching methods, we can finally get out of the misunderstandings that have plagued English teaching in middle schools for many years.