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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2021-01-15编辑:vicky点击率:4547
论文字数:41544论文编号:org202012302218157704语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇初中英语论文,鉴于此,目前对英语课堂语篇的语步研究很少,基于中学英语教师语步的具体分析框架的研究也很少。
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Chapter III Research Methodology...................... 20
3.1 Research Questions.........................20
3.2 Research Subjects............................20
Chapter IV Results and Discussion.................................23
4.1 Types of Middle School English Tteachers’ Moves..................... 23
4.1.1 Exampling...............................24
4.1.2 Repeating................................25
Chapter V Conclusions..........................55
5.1 Major Findings..............................55
5.2 Implications for Middle School English Teachers' Proper Use ofMoves........................56
Chapter IV Results and Discussion
4.1 Types of Middle School English Teachers’ Moves
Through the analysis of the twelve classes, the moves of middle school Englishteachers were identified and coded into 8 types, namely adding on, repeating, telling,exampling, revoicing, extending, correcting, and questioning. It can be seen in thefollowing figure:
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Chapter V Conclusions
5.1 Major Findings
In light of that little attention has been paid to the moves of English classroomdiscourse and few research has been done based on the specific analytical framework ofmiddle school English teachers’ moves. This research mainly explored how middle schoolEnglish teachers use different types of moves to assist students’ learning, and the mainfindings of the study can be concluded as follows:
First, eight types of teachers’ moves are distinguished in English classes of juniormiddle school, including adding on, repeating, revoicing, exampling, questioning, telling,evaluating and extending, among which, questioning and evaluating are used mostfrequently while extending the least.
Second, the functions of middle school English teacher’s moves are proved infour aspects: 1) Supporting students’ meta-cognitive development. Teacher’s moveshelp students keep on the learning target during the process of accomplishing a task;2) Supporting students’ cognitive development. It is embodied by promotingstudents’ exercising of learning strategies and expanding students’ thinking; 3)Supporting students’ affective development. Teacher’s moves are helpful to lessenstudents’ anxious and frustration when they encounter difficulties. 4) Supportingstudents’ language development. At the lexical level, it promotes students’vocabulary acquisition and reinforces students’ vocabulary comprehension; at thesentence level, it facilitates students’ correct semantic restructuring.
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