初中英语课堂互动的个案研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-30编辑:lgg点击率:4717
论文字数:37485论文编号:org201707272228381197语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文交际特色学习机会课堂交际
摘要:本文是英语语言学论文,本文试图运用沃尔什的设定框架来分析促进语言教学与学习的互动所普通的缘故。本研究的目的是双重的:作为课堂教学的主要方面,在真实动态的英语课堂语言教学和学习中起着潜在的作用。
eachers are notonly a knowledge importer, teachers are also supposed to work as mediators,scaffolding-providers, guider and learning-promoters. But the actual situation is that teachers tend to give instructions directly without involving students participation.Therefore, teachers should increase their awareness of the importance of classroominteraction in maximizing students’ learning opportunities and giving effectiveinstruction. The present study aims to enhance teachers’ awareness of the relationshipbetween choices of language and pedagogical objectives as well as create moreopportunities for negotiation of meaning and interaction between teachers andstudents so as to further promote language learning and teaching practice. In a word,the study may shed light on second language acquisition and language teaching byimproving the quality of teaching and facilitating students’ L2 acquisition andlearning competence.
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Chapter 2
literature review
This chapter gives a general literature review of classroom interaction. Firstly thedefinition and classification of teacher talk and classroom interaction will beintroduced, then studies on classroom interaction abroad and at home in the EFLclassroom will be reviewed for the purpose of examining what are the insufficientpoints in these studies and what this
thesis is going to do by investigating the use ofspecific teacher talk in the classroom interaction on the basis of Walsh’s SETTframework. Besides, the study will also make clear the theoretical framework of thisthesis, based on which it is able to analyze and answer the research questions.
2.1 Review of studies on classroom interaction
In this section, the definition and classification of teacher talk will be manifested byreviewing previous studies, which are functioning to better explain and analyzeteacher talk in the next chapters.Teacher talk refers to the special language used by teachers to teach L2 learners in theclassroom (Ellis, 1985, pp. 69-88). Teacher talk plays a dominant role in conveyinginformation to students as well as influencing and controlling students’ behaviors inclass (Allwright & Bailev, 1991). As the major aspect of classroom discourse, teachertalk has important pedagogical functions in helping students think about questions,understand language knowledge and further construct knowledge (Mercer, 2005).Nunan espoused that “teacher talk plays a crucial role in organizing and managingclassroom interaction and promoting L2 acquisition, through which it determines thesuccess or failure of implementing teachers’ teaching plans. In terms of languageacquisition, teacher talk is important because it is probably the major source forlearners to receive comprehensible input of target language” (Nunan, 1991, p. 189).Hakansson (1986) also pointed out that the amount and quality of teacher talk has agreat effect on and is even a prominent factor for the success or failure of classroomteaching. Ellis (1990) revealed that teacher talk attaches great importance to theorganization of classroom interaction, which makes contribution to examining theeffects of teacher talk in the classroom interaction.
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2.2 Related studies of classroom interaction
Classroom interaction is one of the primary means by which language learning isrealized in the classrooms, which takes on an especially significant role in the EFLcontext. Thus, a number of researches in relatio
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