高职英语教学中教师的互动性话语研究 [2]
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:6290
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。
literature reviews of teacher discourse, the fact that the current situation in English class is of lacking genuine teacher-student language interaction has been recognized. It is significant for English teaching to do a study on the classroom discourse interaction between teachers and students. Hence, this
thesis, as a basic applied research, is designed to explore optimization measures in promoting the interactiveness of English teachers’ classroom discourse. The major content of this study, by conducting an applied research combining with theory analysis, is to explore the characteristics and superiority of English teachers’ interactive discourse through investigating the current situation in higher vocational and technical colleges in China. The key step is to find out measures for optimizing teachers’ interactive discourse by focusing on the following questions: (1)What problems does the English teachers’ interactive discourse in higher vocational and technical colleges have? (2)What kind of teachers’ classroom discourse is preferred by students? (3)What are the characteristics and superiorities of interactive teacher talk in helping students acquire target language? (4)What measures will the researcher propose for optimizing English teachers’ interactive discourse?
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Chapter Two Literature Review
This chapter is about literature review and three sections are included in it. The first section introduces the relevant studies on teacher’s interactive discourse abroad and at home. Then the rationale for the current study is from the second language acquisition theory including Language Input Hypothesis, Language Output Hypothesis and Interaction Hypothesis as well as the basic concepts on teacher’s interactive discourse are illustrated respectively in the second and third parts.
2.1 Relevant Studies on English Teachers’ Interactive Discourse
2.1.1 Studies Abroad
Research on discourse in L2 (Second Language) classroom can be traced back to 1950s when a great number of scholars gradually began to pay close attention to this area. According to various scholars’ view, the classroom, as a unique context for learning, causes a significant effect on students’ language development. Vygotsky’s Social Constructivist Theory (1962) which occupies an important position in enriching the research agenda points out that all kinds of learning are a knowledge construction process for learners. Drawing on Vygotsky’s theory, many other SLA (Second Lang
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