英语论文网

本文是一篇初中英语教学论文，本文选取初中英语课堂中的教师反馈语作为研究对象，在互动假说和社会文化理论基础上，通过课堂观察、问卷调查、访谈等研究方法对当前初中英语课堂中教师反馈语使用情况以及师生对反馈语的态度进行调查和研究，期望从中得出如何提高课堂互动质量的启示。

Chapter One  Introduction

1.1 Research Background

The English Curriculum Standard for Compulsory Education (2022 Edition), abbreviated to Standard (2022 Edition), states that English is “The globe currently uses English extensively in commercial, political, scientific, technological, and cultural pursuits, which is a crucial channel for communication in international cooperation and trade, and a vehicle for spreading the achievements of human civilization. It plays an important role in bringing China to the world, the world understanding China, and building a community of human destiny”.  Students benefit from learning and utilizing English because it help students comprehend other civilizations, evaluate cultural parallels and contrasts, and utilize the essence of each culture, gradually develop knowledge of and proficiency in cross-cultural dialogue and communication, learn to look at the world objectively and rationally, establish an international perspective, cultivate a sense of home and country, strengthen cultural confidence, form a correct world view, outlook on life and values, and lay the foundation for students’ lifelong learning and adaptation to future social development. It is thus clear that English classroom teaching should be adapted to students’ development and play a key role in their future development and lifelong development. 

Teaching a foreign language in the classroom is a communicative process in which teachers and students interact, and is an important part of learners’ acquisition of a second language. Classroom interaction is the use of the target language (foreign language) in the classroom to facilitate the development of any language other than the learner’s first language, of which the teacher’s discourse is a part. Teacher discourse is the discourse used by teachers in the classroom to organize teaching and to impart knowledge, and it is key to developing students’ communicative competence. It is one of the most important factors in the effectiveness of English classroom teaching, as it serves the dual function of imparting language knowledge and monitoring the classroom. In other words, teacher discourse plays a major function in the organization of instruction since it serves as both a tool for teachers to carry out their lesson plans and a significant source of linguistic information for pupils.

1.2  Research Purpose and Significance

This section is divided into two subsections, including the purpose of the study and the significance of the study.

1.2.1 Research Purpose

Standard (2022 Edition) stipulates that the English curriculum standards establish curriculum objectives around core literacy, which is the central expression of the curriculum’s nurturing value and is the process through which students gradually develop the correct values, essential character and key competencies needed for their lifelong personal and social development, including language proficiency, cultural awareness, thinking quality and learning ability. Through learning English, students are expected to achieve the goal of developing the correct values, necessary character and learning abilities, rather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。