高职英语教学中教师的互动性话语研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-19编辑:lgg点击率:6312
论文字数:37293论文编号:org201605071603519950语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文高职院校英语课堂教学教师互动性话语
摘要:本文是高中英语教学论文,本论文通过调查高职院校英语教师的课堂互动性话语使用现状,深入分析存在问题,并试图提出优化教师互动性话语的措施。
uage Acquisition) theorists have engaged in the research of interaction, which exists as the bedrock of acquisition. Indeed, Vygotsky’s theory is the precedence in discussing classroom discourse and researching the relationship between language instruction and learning.
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2.2 Basic Concepts on Teachers’ Interactive
Discourse Teachers’ classroom discourse is considered as a kind of language used by teachers during classroom instruction. To make communication easier between teachers and learners, the interactive discourse is recommended strongly by many linguists and scholars for its priority in supplying learners with speaking opportunities and genuine language environment. The way of simplifying their speech and trying to display as many characteristics of Foreign Talk as possible is often preferred by teachers (Sinelair & Brazil 1982). (Sinclair. J. McH. and D. C. Brazil. 1982. Teacher Talk. Oxford: Oxford University Press.) Chaudron (1988) finds out from his research concerning teachers’ discourse to non-native speakers of beginner level in general interaction that, comparing with the native speakers, the rate of teachers’ speech is lower; more frequent and longer pauses appear; vocabulary and sentence structure selected is more basic; teachers have more statements than questions and self-repetition is appreciated. Chaudron’ finding is quite corresponding to Krashen’s comprehensible input. Early in 1975, McTear divided classroom discourse into two types: one is pseudo communication and the other is real communication. The first type, although with the occurrence of message transmission, presents a mechanical state of language drill without the occurrence of meaningful negotiations. This type of discourse is rarely seen in natural communication. Whereas, in real communication, the classroom discourse which serves as a tool of transmitting knowledge, exchanging ideas, classroom management and etc. is spontaneous and meaning. Ellis (1994) assesses that the real communicative discourse should be appreciated. This section will introduce some basic concepts which have intimate relationship with teachers’ interactive discourse.
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Chapter Three Theoretical Bases ....... 33
3.1 Language Input Hypothesis .... 33
3.2 Language Output Hypothesis .......... 35
3.3 Interaction Hypothesis .... 36
Chapter Four Methodology ........ 39
4.1 Research Questions ......... 39
4.2 Research Method .... 39
4.3 Research Design ...... 40
4.3.1 Research Subjects ..... 40
4.3.2 Procedure of Data Collection ........... 42
4.4 Summary ......... 44
Chapter Five Data Analysis and Research Results .......... 45
5.1 Results of Classroom Observation .......... 45
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