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。
n to classroom interaction at home andabroad will be presented in this thesis for the purpose of finding out the deficiency ofrelated studies and attempting to investigate a new researching vision for this study.As an indispensable part in the foreign language teaching, classroom interaction hasreceived considerable attention in the west (Allright, 1984; Chaudron, 1988; Ellis,1999; Sinclair & Coulthard, 1975; Vygotsky, 1978, 1986; Barnes, 1992; Lantolf &Appel, 1994; Lantolf, 2000; Seedhouse, 2004).Studies of interaction in SL (second language) and FL (foreign language)classroom emerged in the 1960s and was largely influenced by Flanders’ work. Therewere a vast of classroom discourse instruments based on FIAC (Flanders InteractionAnalysis Categories) for language teachers training (see Allwright 1988 for a reviewof ESL/ EFL classroom observation instruments). Up to the mid-1990s, researches onclassroom interaction were dominated by an information processing approach inlanguage learning on the basis of input, interaction, output models. Learning wasknown as a process which takes place inside the head of the individuals and wassegment to the sociocultural contexts of learning. Consequently, researches onlanguage input have manifested a foci with which the finding ways of enhancinglearners’ noticing of linguistic forms will be learned in the process of language input(Long, 1983; Chaudron, 1988). For the lack of evidence, it showed thatcomprehensive input generates higher quality in learners’ output which sequentiallyturns into the “Output Hypothesis” (Swain, 1985, pp. 235-257) (which viewed thatcomprehensive output attaches potential importance in language acquisition). Hence,subsequent researches have further argued for the foci of language output in theprocess of language acquisition, on the basis of which providing opportunities fornegotiation of meaning. For example, Hall (2002) indicated that interaction createsthe opportunity for negotiation of meaning, which provides learners with morechances for comprehension of the target language as well as acquiring L2 acquisitionand higher level of academic communicative skills.
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Chapter 3 Methodology.....28
3.1 Research setting......28
3.2 Participants.............28
3.3 Procedures for data collection......29
3.4 Transcription convention..............30
3.5 Coding procedures.............32
3.6 Data analysis...........32
3.7 Summary..... 37
Chapter 4 Analysis and Discussion......... 39
4.1 Analyzing the features of L2 classroom modes in the reading lessons..........39
4.2 Analysis of interactional features in the reading lessons..........78
4.3 Overall analysis of classroom interactures.......102
Chapter 5 Conclusion......104
5.1 Major findings......104
5.2 Pedagogical implications of the study..............110
5.3 Limitations............112
5.4 Recommendations for future study....... 113
Chapter 4 Analysis and Discussion
Based on Walsh’s SETT framework, this chapter firstly analyzes the distribution ofdifferent L2 classroom modes in the two English teachers’ reading classes. After that,the distribution and frequency of interactional features in the two teachers’ classeswill be examined to show the features of L2 classroom modes employed for different pedagogical goals. Then the chapter proceeds a discussion of the rela
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