| Most English learners in China do not believe learning English is fun. It seems that both teachers and learners are forced into language classrooms, either for passing exams or for professional survival. Although this passive mode of learning and teaching has been criticized for many years, traditional initiate-response-evaluation (Henceforth IRE) pattern of classroom interaction and rote memorization still dominates the landscape of English as a Foreign Language (Henceforth EFL) teaching in China. Many language learners realize later in their life that after so many years of EFL training, they still do not speak English as well as they think they should. Frustrated with difficulties in communication, which could be the most prominent goal of life and work, many language users tend to simply blame themselves and their embarrassing status as non-native English speakers (Henceforth NNESs). But this is not reasonable explanation, many researchers and scholars in the West have shown that there are a whole range of reasons beyond this reality. This paper applies my understanding about Language socialization (Henceforth LS) to Second language acquisition (Henceforth SLA) practice. To understand the contradictions and transitions that occur in the practice of teaching English as a foreign language (Henceforth TEFL), four general topics will be investigated in this thesis:(1)different views on language and the nature of language teaching; (2) differences between English as a Foreign Language (EFL) and English as a second language (Henceforth ESL) theories for different contexts; (3)problems encountered by EFL teachers in China; and (4) how to address social-cultural issues in TEFL practice. In terms of pedagogic practice, I would like to relate Bernstein's (2000) definition of "regulative discourse" to the identity question of NES (native English speaker) teachers and advance discussion on the possibilities of intercultural negotiation. |
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