出版社：Bulgarian Comparative Education Society (BCES)
摘要：This article focuses on language development of teachers, specifically those whose teaching experience of English in the secondary (state) schools is more than 15 years. As it is stated by P. M. Lightbown and N. Spada, “older learners can attain high, if not “native”, level of proficiency in their second language” (Lightbown &Spada, 1999, p. 67). Surely, language teachers should have the necessary knowledge and skills to guide students towards the goals of learning English in secondary schools. According to the requirements of the language teachers’ qualification, they are supposed to demonstrate a high level of written and oral proficiency in English. Having an excellent command of the target language is one of the most important characteristics of teachers. However, the language teachers clearly understand that “without appropriate practice” their level of English can be hardly close to proficient. Especially, it is so due to the fact that they work in a non-speaking English environment.
