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teachers just become facilitators who maximize opportunities for English learners to interact.
B. Change in Learning Content and Test
  1. Change in learning content
   It is now widely acknowledged that what is involved in learning a foreign language includes not only the language knowledge but also the language skills and language use (刘书林、刘春燕、林跃武，2004). The grammatical competence is the main content of the traditional language knowledge. The traditional teaching aim is also simple, which is to make the students master the greatest possible number of grammatical knowledge items. But now the levels of language knowledge and skill involved in language use are often classified into three categories: grammatical competence, sociolinguistic competence and strategic competence. Grammatical competence includes pronunciation, morphemes, syntax, and vocabulary. Sociolinguistic competence includes rules of use and rules of discourse. Strategic competence is the verbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication. So it is suggested that students must somehow learn the grammar of the language, for this is central to language use. As grammar is learnt so the students will also be shown how to use it to perform functions that are relevant to their needs. Therefore, both grammatical items and functional realizations will be taught side by side. In one word, traditional second language teaching gradually evolved into the content-based and communicative language teaching.
  2. Change in testing
   Broader views of language, language use, language teaching, and language acquisition have broadened the scope of language testing, and this presents a challenge to language testing. Nowadays the communicative approach本论文由英语论文网www.51lunwen.org整理提供 to language testing has appeared to adapt the changes in views. In other words, language testing has developed from knowledge-based to skill-based, and then to language use. The purpose of testing is to measure an individual’s communicative language ability. In order to obtain a complete measure of an individual’s language proficiency, language tests should place the same requirements on test takers as does language performance in non-test situations, i.e. real-life situations. The main characteristics of the so-called communicative testing are directness and authenticity.
 C. Change in Learning Mode and Resource
  1. Change in learning mode
   Autonomous learning is a new concept in the second language learning. It refers to what a self-reliant agent must do to learn from its own experience. The long-term goals are to develop more capable artificial agents to improve our understanding of biological learning. In some degree, autonomous learning is equal to independent learning. Because in the long run, both focuses on the creation of the opportunities and experience necessary for students to become capable, self-reliant, self-motivated and life-long learner. It addresses the needs of individual learners for independence and active participation in their own learning, both in school and in the society, which requires that students should take responsibility for their own learning. Although it is the encouragement of students’ own interests and their desires to learn that is a quite important motivating factor in independent learning. It can not be achieved in isolation. Learni本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。