Teacher needs to enrich his scientific knowledge in order to improve his teaching content. In other words, teacher needs to be able to narrow down all his knowledge and select the appropriate information to solve the learner needs.
Regarding learning a language teachers need to focus in the use of the language in communicative real contexts.
The responsibility of teacher, applied linguistics and educative administrators is to look for the correct transmission of the knowledge.
For
teachers being in a constant process of research allows us to deepen and
enhance our knowledge and skills, be aware of our shortcomings and therefore
innovate and promote changes in the methodologies and knowledge. When researching,
teachers discover, experience, listen to other voices when establishing
internal dialogues with themselves welcoming a new beginning for their
practices; this process became one of the biggest additions in teaching.
Research strengthens our teachers’ argumentative, reflective and critical power
among many other qualities that end promoting the formation and consolidation
of competent individuals. But what is essential in the research field is not
limit ourselves to have only theoretical foundations but we get to practice and
reflect on the work we have done but especially where on the one to be.
It
is notable that, to respond in part to the wide variety of teaching - learning situations involved in a second language
acquisition, teachers need to define
certain theoretical, methodological and context that allow reflection on
teaching practice principles. As Ellis argues in his article when trying to
bridge the divide between theory and research, “many teachers do not read
reports of research studies perhaps because they lack the technical knowledge
to make sense of them but more likely because they do not have the time needed
to locate and read the reports.” It seems that what teachers must do is to
assume the challenge of becoming researchers and look for the best way to
balance theory and practice in order to make a more reflecting, critical,
effective, updated and meaningful job. Such significant change of role, from
Classroom Teachers to Researchers, could be taken as the best way to measure or
evaluate the effectiveness of language teaching practices in boosting second
language acquisition. As Joanne Pettis states, “Principles, knowledge, and
skills are fundamentally integrated in the professionally competent teacher. If
I am to be professionally effective, I believe I must ensure a balance in my
expertise.”
No
one denies that the essential purpose of teaching a language - native or a
second language,- is the acquisition and improvement of a set of knowledge,
skills, standards and capabilities that allow us to develop in our society in an appropriate and competent
manner in various situations and contexts of communication in everyday life. Hence
the curriculum insists on the idea that learning tasks and even linguistic
literary are geared to strengthen and develop linguistic and communicative
abilities of students.
For
this reason, learning in the classroom should not be directed exclusively to
knowledge (often ephemeral) of the phonological or morph syntactic aspects of
language but above all it should contribute to the domain of the various uses,
verbal and nonverbal, that people usually use as speakers, listeners, readers
and writers of speeches of different nature and intention.