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基于SETT框架的初中英语阅读课教师话语互动模式思考 [3]

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-09-25编辑:vicky点击率:684

论文字数:41541论文编号:org202209191456128112语种:英语 English地区:中国价格:$ 66

关键词:初中英语教学论文

摘要:本文是一篇初中英语教学论文,本研究旨在根据沃尔什的SETT框架,分析初中英语教师在阅读课上使用教师话语的现状。

s................................23

Chapter 4 Results and Discussion...........................2

4.1 The use of the four modes in SETT framework by junior high school Englishteachers........................29

4.1.1 Frequency of the four modes of teacher talk used by junior high schoolEnglish teachers.................29

4.1.2 Mode switching in junior high school English teachers’classes........30

Chapter 5 Conclusion...................49

5.1 Summary of the present study............................49

5.2 Pedagogical implications............................51

Chapter 4 Results and Discussion

4.1 The use of the four modes in SETT framework by junior highschool English teachers

According to Walsh’s SETT framework,teacher talk is categorized into fourmain modes of interaction namely:managerial mode,materials mode,skills andsystems mode and classroom context mode,and different modes has differentpedagogical goals.A lesson contains multiple uses of different modes,and themovement between modes consisted of two phenomenon:mode switching and modeside sequences.In the present study,the use of the four modes by junior high schoolEnglish teachers,and the features of the movement between modes are presented asfollows.

4.1.1 Frequency of the four modes of teacher talk used by junior high schoolEnglish teachers

Modes are not static and invariant.The four modes are frequently used andmove while the turn-taking and topic choice change.The frequency and percentageproportion of each teacher's use of these four modes is clearly showed in the Table4.1 through a textual analysis of teacher talk in the reading class of six teachers.

初中英语教学论文参考

Chapter 5 Conclusion

5.1 Summary of the present study

The present study is mainly designed to analyse the current situation of juniorhigh school English teachers’use of teacher talk in reading classes according toWalsh's SETT framework.Therefore,the researcher selected six reading classes fromThe 13th National Junior high school English Teaching Observation and TrainingSeminar as samples for analyzing the classroom modes and the interactional featuresin teacher talk used by junior high school English teachers based on SETTframework.The major findings may be concluded as follows:

The four modes in Walsh’s SETT Framework,including the managerial,materials,skills and system,and classroom context modes,were frequently used injunior high school English teachers though the frequency varied in different teachers’reading classes.These modes moved while the turn-taking and topic choice changed.Each interactive mode contained specific teaching objectives and micro contextswith typical interactive features.

In managerial mode,most teachers exhibited interactive features of extendedteacher turn through explanations and instruction,but confirmation checks were lessreported.This may reflect the teacher’s degree of control over the classroom is partlyinfluenced by their subconscious ideas about the relationship and status betweenteachers and students.

reference(omitted)

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