Paper Keywords: English teaching language learning

Abstract: English is a language and a communication tool. The main purpose of English teaching is to enable students to acquire communicative competence. Language communicative competence is acquired in language practice, so English classroom teaching should be student-centered.

First of all, student-centered is the embodiment of the essence of language learning.

The essence of language learning is summarized by linguists as follows: human beings have the ability to learn languages, and the process of anthropological language learning is the process of approaching language information and storing it in the brain, and then transforming the accumulated materials into language work through language ability; Language ability itself is not a language, and it can only be cultivated in a given environment. It shows that human beings use their innate language ability to internalize language in a certain language environment, so as to master language rules and acquire language communication ability.

A person was born in a language environment and learned to speak with time. Speaking is based on listening, and the language materials heard are varied and colorful. As long as they are not asleep, they are all receiving language materials. There are also various forms of acquisition, such as parental instruction, conversations between relatives, and the dissemination of news media. Then, through imitation, we can acquire language communicative competence. However, accepting a foreign language other than the mother tongue does not have this condition. It is impossible for everyone to experience the language environment of the country where they are learning a language. Only teachers can simulate and create a language learning environment as close as possible, provide language learning scenarios by means of audio and video recording, create a simulated communication process, let students directly participate in communication activities, let students imitate language expressions in various situations in activities, and correct their mistakes in language communication activities. Through such activities, the acquisition of language communicative competence will be easier.

Modern teaching theory in China holds that students should have enthusiasm and initiative in teaching, and students are the masters of teaching environment. Almost all the work of creating a good teaching environment is inseparable from the participation, support and cooperation of students.

Second, several methods that should be paid attention to in student-centered classroom teaching

1. Create a relaxed and pleasant classroom atmosphere

Learning in a relaxed and pleasant classroom atmosphere can concentrate, improve interest in learning, enhance self-confidence, and thus effectively master the learning content. Shyness, fear and anger can inhibit intellectual activity, distract attention and reduce memory. Language activities in English teaching require students to actively use their intelligence to practice with extensive enthusiasm and interest.

Teachers use gentle voices, smiling faces and understanding expressions to create a relaxed and happy learning atmosphere and satisfy the desire to encourage students to participate. Students will feel that teachers are kind and trustworthy, responsible for teaching work, caring for them, enhancing their understanding and respect, and participating in the whole teaching process with high enthusiasm. At the same time, the active participation of students in the teaching process encourages teachers' interest in class to a certain extent, and urges both teachers and students to devote themselves to teaching in the best mental state.

2. Pay attention to students' personality development.

It is not only the right of students, but also the important duty of teachers in classroom teaching to give full play to each student's potential and make students' personality develop harmoniously. Students have individual differences in learning English. For example, some students have strong ability to distinguish sounds, some students have strong language induction ability, and some students have strong imitation ability. These individual differences directly affect students' reaction, acceptance, internalization and expression to language input. Because students' individual language ability is different, teachers must know and understand students, and create a relaxed and harmonious atmosphere according to their feelings and characteristics, so as to provide enough conditions for students' thinking activities.

Time and space encourage students to dare to ask, think and distinguish, so that students can show their individuality in the learning process, and students at different levels can learn from each other's strengths and get the best development.

3. Grasp the role of teachers in the classroom.

Teachers should let students act as actors in class and be "demonstration performers" and "directors" by themselves. Language learning is different from other scientific knowledge learning. Mastering a language is not only a systematic understanding of the language, but more importantly, mastering the skills of using the language and using the language you have learned to communicate with others. Mastering systematic knowledge is to communicate with people better, and communication is the real purpose of learning a language. Teachers are actually communicating with students while imparting language knowledge to them. Teachers should play the role of "demonstration performers" with correct pronunciation, intonation, clear pronunciation, even speech speed, correct appearance and proper posture.

Teachers should scientifically adjust the relationship between students' learning and needs. It can not only fully reflect the teaching purpose, but also meet the needs of students, so that students' learning activities can be in harmony with their emotional needs. In the classroom, teachers should change from dominant to collective teaching, cultivate students' autonomous learning ability and good study habits, follow students' cognitive laws, guide students to learn to understand, try to transfer and apply knowledge, and be good at using incentive mechanisms and scientific methods. Teachers should guide students to ask questions, explore independently, cooperate and communicate according to the characteristics, conditions and abilities of each student, so that they can gradually develop the good habit of autonomous learning.

4. Create equal and cooperative teacher-student relationship in the classroom.

China's "respecting teachers and attaching importance to education" has a long history, while "respecting teachers and attaching importance to education" is "humility". The timid thinking of students who dare not cross the line is the product of teachers' dignity.

Generally speaking, teachers always love their students, but in different ways. Many teachers' love is not beyond words, but is expressed by strictness. Specifically, if I teach you, you should study hard, and if I tell you, you have to listen. In this traditional teacher-student relationship, students take the "standard" in the teacher's mind as the answer and goal. Although this is not the teacher's intention, this kind of distance, estrangement and bad teacher-student relationship is not conducive to the development of students and is a kind of misleading.

English teaching should pay more attention to bilateral activities between teachers and students, and classroom teaching should pay more attention to mobilizing students' interest in knowledge and enthusiasm for learning. Teacher's love should be expressed by "tolerance"-tolerance, generosity and looseness. Tolerance is a great spirit. With this spirit, teachers are no longer the knowledge givers above students, and they are no longer "self-centered" and "self-centered". Only this harmonious, equal and cooperative teacher-student relationship can effectively promote students' positive emotional experience, and this emotional experience can be transformed into the emotions that students need to learn English, so that students can truly become the masters of the classroom.

References:

Ge zhuxiao. On Classroom Teaching of Communicative English [J]. Journal of Anhui Radio and TV University, 200 1, (02).

[2] Tian Xin. Several ways to optimize English classroom teaching [J]. Beijing Education, 1999, (08).

[3] Wu Xuejun. On the Dilemma of English Classroom Teaching in Middle Schools [J]. Journal of Chengdu Institute of Education, 1999, (04)

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