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t modifies existingtheories, clarify a controversial issue，develop a new model. Some current views ofsecond language learning tend to take a somewhat non-cognitive approach. Seeinglanguage as “picked up，，or acquired by natural processes with which the teacher shouldinterfere. (eg,Hrashen,1981) what mediation theory tells us, however, is that it is the roleof the teacher to help learners to find ways of moving into their next level ofunderstanding of the language.
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Chapter 2 Literature Review

2.1 Related Studies in China
In China, teachers should have the function of intermediary. As to this, researchesare on the rise flow. Domestic scholars aim to teacher's intermediary function carry onlots of researches with great enthusiasm，and often study on the mediating role ofteachers and students as the center of the English class as well as the concept of"autonomous learning" to discuss. All of the researches introduce related researchachievements to our education system and give a new life to the teaching procedures. Inthe current situation of domestic research we also found a new era of education, that is, give teachers new role to help learners study more effectively. For Vygotsky, mediationrefers to the use of "tools". Those tools can solve a problem or achieve a goal. In hisopinion, the most important tool is called the symbolic language. It is particularlyimportant to use this symbolic language，it can help studaits to move into their ZPD. Itsupplied ail important concept to teachers because when learners encountered difficultiesin their learning process，teachei^ can supply help to their learners.There was a time that a researcher carried on a questionnaire survey among thirtyEnglish teacher, he found that every individual of these English teachers in tfie teachingpractice as a teachers' intermediary role, is not strong in intermediary role'sconsciousness. Li Rong (2003)，NiuJianing (2006) all of them are univa-sity teachers andstudents were also carried on the questionnaire survey, the results showed that most ofthe teachers as to the intermediary fimction have some consciousness. Many studies havepresented that most of the teachers began to have a intermediary consciousness, but notin practice to achieve their role.
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2.2 Foreign Study on Intermediary
In foreign countries, many researchers refer to teacher's intermediary role both intheories and in practices on a wide range of research and exploration. Some studies(Holec, 1981; Little, 1991; Dickinson. 1992; Gardener. 2002) investigate learners andteachers on the autonomic learning understanding, aims to help students leam more inorder to achieve autonomous learning ability. Also some studies focus on the classroominteraction, which identify that teachers realize the intermediary function mainly dependson the teachers' words，words organizing strategy and process of the following threeprograms (namely，feedback, approval or explanation) use. Manteno &Yuko (2006)formed the theoretical perspective of social culture of all English education in thereconstruction field，and the way of English teaching should pay more attention not onlyon the development of students' language knowledge, but also cultivate their independentthinking ability and learning ability .In this view, we can get the majority's support.
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