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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-30编辑:lgg点击率:3248
论文字数:36200论文编号:org201406271033259307语种:英语 English地区:中国价格:$ 66
摘要:It is usual to hear English major students complain about the lack of opportunities topractice oral English in the classroom, generally, they have study the vocabulary andgrammar very well, but they still cannot communicate with the native speaker fluently, theauthor thought the reason of this phenomenon has two aspects.
I Introduction
1.1 Research Background
It is believed that the basic purpose for learning a language is to speak it out, to makeoneself understood, that is, to communicate with other people with this language (Bellack,1966). And this is a common sense of both teachers and educationists. In English teachingclassrooms, the English language is regarded as the language for teaching contents andlearning objectives. Furthermore, the discourse of teachers’ is also the important source ofstudents’ English input (Holec, 1979).Since turn is the basic unit of conversation, turn-taking becomes as the nucleus ofconversation analysis, it is a conversation variety sometimes used by teachers and studentswhen they are in the English major class (Gillian Brown&George Yule, 2000). If the teachersand students can use turn-taking theory correctly, it will have a great help to the classroominteraction. In order to communicate with students smoothly, teachers often simplify theirdiscourse, giving students many of the characteristics in turn-taking process. So it is veryimportant to understand the characteristics of turn-taking and master the strategies of it,especially in the English major classroom. Before we learn the strategies of turn-taking, wemust know the current situation of turn-taking in the English major classroom, so wechoose this topic.
…………
1.2 Research Significance
It is usual to hear English major students complain about the lack of opportunities topractice oral English in the classroom, generally, they have study the vocabulary andgrammar very well, but they still cannot communicate with the native speaker fluently, theauthor thought the reason of this phenomenon has two aspects. On the one hand, theChinese English teachers normally spend most of class time in turn-taking while studentshave less opportunity to speak in the course of class time. On the other hand, the teachersand students can't master the strategy of turn-taking in classroom; the students don't knowthe correct opportunity to participate in the conversation.So the study to probe the characteristics and patterns in the English major classroomis conductive to improve the quality of teacher talk and promote the interaction betweenthe teachers and students in classroom. By observing and analyzing the phenomenon ofturn-taking during teachers' teaching, the writer finds out the reasons of students' failure totake the turns and proposes some remedial ways to repair teachers’ teaching methodaccordingly, and at last provides some teaching implications to both foreign languageteachers and researchers.
………
II Literature Review
2.1 Related to Turn-Taking
There are various definitions of a turn and turn-taking, so the author selects somesuitable and reasonable ones to explain the turn-taking system. Turn-taking rules and thepatterns of turn-taking in classroom are also brought up. A turn is the most important component in turn-taking system; it is the basic discoursestructure of conversation. Sacks and his co-researchers presented the definition of a turn in1974.Sacks and his co-researchers considered that a turn is the basic component of aconversation. A “turn” is an exchange in the direction of the communication which is theremarkable characteristic of the daily conver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。