探究教师将学生参与到大学英语课堂讨论中 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-30编辑:hynh1021点击率:8512
论文字数:17800论文编号:org201211282021505268语种:英语 English地区:中国价格:$ 66
关键词:话语分析教师诱导方式课堂交际
摘要:大学英语课堂老师的话语已经引起国内外很多学者的关注,并取得丰硕成果。但对大学英语教师话语的感应的方式的研究而不是太多,尤其是对不同类型的老师诱导方式的对比分析还有待进一步加强。
eas.Classroom interactions and conversations often include teacher elicitations.When they are used effectively,they will generate more opportunities for students toparticipate in the class.Teacher elicitations,despite different forms which they may take, are typicallyexpressed by questions. And the speaker generally expects responses on the part of thehearer. In classrooms,too, teachers do use elicitations and prospect students'responses. In this connection, Tapper(1994) points out that in school settings,studentswould be embarrassed in case they don't provide considerable responses whereas, incolleges,they understand that giving responses would help them to accomplish thetask properly.Although elicitations, in essence, expect a verbal behavior from the listener, it isof importance for the speaker to choose among different forms of elicitations, the onewhich suits the circumstance best and furthermore, fits the listener's age,cognitivelevel. In other words, the speaker has to express his question or utteranceappropriately so as to elicit the hearer's underlying reasoning and correct responses.Hence,elicitations,like other types of speech acts,may be expressed in various forms.They may be expressed, for example, in the forms of elicit-inform, elicit-confirm,andelicit-agree. Furthermore, they may be phrased in the fom)s of e】icit-commit,elicit-repeat,and elicit-clarify. By using different elicitation techniques teachers mayoffer more opportunities for students to exchange information and express themselves,which can significantly stimulate students' participation and engagement, and scaffoldstudents' construction of language acquisition and production of communicationability.Many researchers are interested in what happens between language teachers andlearners in the EFL classroom and how the teacher's behavior affects the languagedevelopment of learners. By now a large number of studies have looked at classroomdiscourse to have a better understanding of how teachers stimulate students'participation and engagement, and scaffold students' language acquisition (e.g., Cobb,1995; Cobb et al.,1993; Fuson,& Sherin, 2004). Some evidences show that languageused by the teacher in the classroom may have big influence on the learners,successful outcomes. However, the effect of teachers' elicitations on students'learning is still not well cleared. Therefore, further studies of classroom discoursescan turn out important inspirations of how the teacher elicits students' participation inways of talking and thinking (Cobb,2000; Cobb & Bowers, 1999; Williams & Baxter,1996).
1. 2 Research Purposes研究目的
1 assume that teachers show more sophisticated forms of regulation of elicitationthan we expected,and that teachers may adjust the complexity of their elicitations inresponse to students' incorrect,partially correct and correct responses. That is to say,teachers may move both up and down the hierarchy of elicitations in order to increaseengagement and learning.The main purpose of this study is to make a comparative research on thevariations of teacher elicitations of the novice and expert teachers who teachingintensive reading class in college,using the discourse analysis method. I make thecomparison from the perspective of the forms of teacher elicitation, the regulation ofelicitation, and the functions of elicitation. This study is supposed to deepen ourunderstanding of how teacher invitations for students to engage
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