SECTION BINTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen c

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文： Diane Larsen-Freeman is a well-known American professor of applied linguistics. This interview was conducted by the editor-in-chief of the Forum.

M: How did your career in language education begin？

F: Like many Americans getting started in EFL, my first opportunity was with the Peace Corps. I finished my university education, decided I wanted to be of service and to see a bit of the world, so I applied to the Peace Corps and was accepted to be an EFL teacher in Malaysia in Sabah, Borneo. I was there from 1967 until 1969. I had been a psychology major as an undergraduate primarily because I was interested, even then, in how people learn. When I found English language teaching and language in general, I became absolutely fascinated with the language learning process.

M: What advice can you give to teachers just beginning their careers in English teaching？

F: Because I'm so interested myself in learning, I would say the essence of good teaching is learning to watch your students, learning to read your students' interests, their attention, their engagement, knowing when to move on and when to stay. All of that comes from watching your students, monitoring what they are doing, trying as best you can to see the learning in their faces, in their behavior, and in their demeanor.

M: What do you most enjoy about teaching？

F: I have to repeat: watching learning take place. I suspect a lot of teachers can relate to this. There are those moments, and they don't happen every day, when you can see the penny drop. You've been working on teaching a particular tense or a reading passage, and all of a sudden, there is that moment of awareness. When you can actually see people go, "Ahh! I see!" Those are the moments I live for as a teacher. Those are the things that keep me going. It's the joy of watching others learn.

M: Along these lines of what goes on in the classroom and moments of awareness, what do you most often see teachers doing wrong in their language classes？

F: I hesitate to label anything "wrong" because I think it is really important to see from the teacher's perspective. Learning to teach is a lifelong process, and you can only do what you know how to do at that time. If you're in a particular stage of evolution, it's not "wrong," it just means that perhaps you yourself haven't cultivated the awareness or developed the skills that you need, but you are doing the best you can do.

M: In the past, I am thinking of audiolingualism, the focus really was on the teacher and almost a performance of drilling.

F: That's a very good metaphor for the teacher: the teacher as a performer, the teacher as drill conductor, but a teacher self-absorbed. I don't mean that in negative way. I just mean a teacher who is caught up in his or her own performance could be missing the very point of being in the classroom, which is to be watching students' learning and taking cues from the students as opposed to from the lesson plan.

M: Teacher as performer, teacher as orchestra conductor. There are other metaphors of the teacher we come across in the literature: teacher as coach, teacher as consultant. How do you respond to the skeptic who says, "What good are these metaphors of teaching？ What I need is something to do in my class on Monday morning!"

F: It may surprise you, but I am rather sympathetic to such skepticism because I've been there. You have to do something! Having said that teachers shouldn't be caught up in their performance, it is true that they just can't go in the classroom and let stu

A．sociology

B．psychology

C．philosophy

D．anthropology