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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2022-07-01编辑:vicky点击率:1589
论文字数:72522论文编号:org202206271456252103语种:英语 English地区:中国价格:$ 44
关键词:英语教学法论文
摘要:本文是一篇英语教学法论文,本论文主要研究ACs在高中英语问答语篇中的应用。首先,在调查了ACs在高中、国家示范班和实习学校口语语篇中的分布情况后,作者阐述了ACs在语篇衔接和连贯中的重要作用;2) 培养学生的逻辑思维能力,在与教师的互动中提高他们对文本和语境的整体理解;3) 鼓励教师反思自己的课堂话语,看看他们是否能为学习者提供互动空间。
本文是一篇英语教学法论文,本文提出了一些建议和见解。首先,在进一步的研究中应充分考虑持续时间更长、样本更大的实验,以减少变量对结果的影响。其次,研究中应采用更多的研究方法,以获得更可靠的结果。最后但并非最不重要的一点是,根据访谈,EC的学习者认为ACs的应用可能对他们的其他方面有益英语学习。
Chapter 1 Introduction
1.1 Research Background
The EFL classroom is portrayed as a dynamic and complex series of interrelated contexts, in which interaction is seen as being central to teaching and learning (Ellis, 1998). In the EFL classroom, English language is “both the vehicle and the object of instruction” (Long, cited in Seedhouse, 2004: 184), and “question-answer is a basic interactive structure” (Coulthard, 1985: 7) taking up much of time in the class. The roles and functions of the questions, the natures of answers, and the question-answer structures are of great significance to the understanding of classroom discourse. Cheng Xiaotang (2009: 3) defines teacher-learner discourse as “an interactive speech activity occurring in EFL classrooms. It is a process of discourse interpretation based on language knowledge, with the cognition as the basis, communication as the purpose and logical reasoning as the means”. Arguably, in senior high school EFL classrooms, classroom discourse is the foundation of teaching and learning. In particular, the quality of classroom question-answer discourse plays a vital role in helping both teachers and learners acquire what Walsh (2006) calls Classroom Interactional Competence (CIC) if they are to work effectively together. That is, teachers and learners must make use of a range of appropriate interactional and linguistic resources in order to promote active and engaged learning in which logical thinking quality unfolds a significant picture.
Furthermore, according to the questionnaires and interviews conducted by the author, the learner respondents have trouble figuring out the logical relationship in the spoken discourse and fail to acquire a full understanding of coherent and logical functions of ACs in the contexts. For teachers, to some extent they fail to provide enough interactional space they can provide for learners with the help of ACs, either. To be more specific, they lay too much emphasis on the promotion of the teaching process and the meanings in the texts, seriously curbing the teaching space and leaners’ thinking space, where especially occurs during teacher-learner interaction.
1.2 Research Objectives and Significance
As is mentioned above, classroom question-answer discourse underpins most of the interactional process which requires both teachers and learners to co-construct context and to utilise appropriate interactional and linguistic resources through logical reasoning, inferring, negotiating, etc. Therefore, it is urgent to help both teachers 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。