Reflections on Language Pedagogy

【Abstract】Language pedagogy has a long history. The teaching of English majors in Colleges and universities pays attention to the cultivation of English majors skills， while neglecting the theoretical study of English linguistics. Language pedagogy plays an crucial role in English teaching. The paper mainly introduce the definition of the language pedagogy， the method， the solution of the language pedagogy.

【Key words】language pedagogy； the second language； English teaching

【作者簡介】張洪葉（1993- ），女，漢族，山東濱州人，魯東大學外國語學院，研究生，教育碩士，研究方向：學科教學（英語）。

1. Language Pedagogy

What is the language pedagogy， it is only a different understanding of the law of language learning. In the teaching of the second language， people always want to find a way to learn the second language faster and better， so that their understanding to a greater extent， close to or achieve the objective truth. But from the current teaching methods is also very rare which method is close to or reaches the conclusion of objective truth， so while teaching has a change in a few years， but the actual teaching effect of retrofit， the increase is not much significance. English linguistics is a scientific， systematic and structured discipline theory. Its content is relatively profound， and the basic theoretical knowledge and abstract concepts are numerous.

2. The Reflection of the Language Pedagogy

The language pedagogy operation mainly solves the problem of “what to teach” and “how to teach” problem. At present， there has been a consensus in the field of “what to teach”， but there is still no effective way to “How to teach”. “How to teach” is not only a category of practice activities， but covers the teaching mechanism of the deep content， involving language， psychological and social， educational principles， language teaching is the principle to solve the problem.

Functional language emphasizes the communicative function of language， the whole composition of the text， the value and culture of the sentence in the context. And the linguistic structure of structuralism emphasizes the formal description of linguistic structure， generates linguistic theories， attaches importance to human language ability， and pays attention to the initiative of people in language system cognition as well as the formation of sentence forms； cognitive linguistics pays attention to the active role of people in the understanding of the objective world； psycholinguistics pays attention to the heart in language use in physical process and related knowledge of language.

3. Solutions to the problem of language teaching

3.1 Teachers need to develop teaching according to students learning practice and innovate teaching methods

The teacher in the course of the early stage of development， should use the existing teaching resources， student resources， to do research work， find a suitable teaching method of the course. Preparing lessons ahead of time， we should also adapt to the situation， not only in accordance with the preparation of textbooks， but also in accordance with the current situation of the classroom to adopt flexible teaching methods.

3.2 Schools need to strengthen the supervision of teachers teaching and carry out regular training

The school should carry out teaching supervision for each subject teachers， and constantly establish and improve the school teaching supervision mechanism. In the premise of supervision mechanism， establish reward system according to the teaching quality. The excellent teaching welcome by students and teachers to give the corresponding reward. The low quality of teaching， and students get along with the unhappy teachers punished. Schools strengthen the supervision of teachers teaching and continue to encourage teachers to improve their teaching level. Supervision is on the one hand， on the other hand also need to improve the teachers teaching ability fundamentally. Therefore， it is necessary for schools to carry out regular training for teachers， and carry out corresponding training courses according to the shortcomings of each teacher.

4. Conclusion

In practice， teachers should grasp the degree of autonomy to the students. Before most of the students have not yet entered the autonomous learning， teachers should not be rigidly pushed into more practice in the context to complete the ability to complete the task， so that students have been continuously frustrated and lose motivation and interest.

References：

[1]Light brown，P.&Spada;，N.1993.How languages are learned.Oxford： OUP.

[2]王薔.小學英語教學法教程[M].北京：高等教育出版社，2003.