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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-12-15编辑:hynh1021点击率:7660
论文字数:17300论文编号:org201212152218127986语种:英语 English地区:中国价格:$ 66
摘要:大学英语课堂教学中,教师话语已经引起国内外很多学者的关注,并取得丰硕成果。但对于大学英语教师话语的感应风格但不是太多,尤其是对不同类型的老师诱导方法的对比分析还有待进一步加强。
本研究的目的是基于非英语专业大学生大学英语精读课现场视频进一步了解教师将学生参与课堂讨论,如何引导学生获得更多的认知发展。
Chapter one Introduction引言
第一章介绍了清晰的框架的研究,提出了研究的背景、目的和意义。The first chapter introduces the clear framework of this research and presents theresearch background, objectives and significance.
1.1 Research Background研究背景
目前研究的课堂互动产生广泛的兴趣师生和对等话语如何促进学生的积极参与在指令,特别是在中国英语教学领域。然而我们有知识有限教师如何调节学生参与课堂讨论以及这如何监管影响学生的认知发展Currently studies of classroom interactions have generated wide interest in howteacher-student and peer-to-peer discourse promote students' active participationduring the instruction, especially in the field of Chinese English language teaching.Yet we have limited knowledge of how teachers regulate student participation inclassroom discussions and how this regulation affects students' cognitive development.Advancing this knowledge will increase our understanding of the nature of languageuse in educational settings and also contribute to our theoretical understanding of therelation between communication and collaborative learning (Baker, 2007).With the reform of college English teaching and the widely-spread teachingconcepts,https://www.51lunwen.org/yingyujiaoyubiye/ the college English teaching's most important objective now turns toenhance communicative skills in the authentic language situation and to shifttraditional teacher-centered instruction to a new leamer-centered classroom. However,the fact in China is that the college English classes have more than forty students oreven more than sixty students. We all know that the fewer students the class have,thebetter effects of language acquisition. With fewer learners, the teachers can spendmore time on each student so as to generate more opportunities to communicate witheach classmate. Therefore,it's not rare that some students are disappointed with theEnglish class and lose confidence in mastering the target language. The teachers, atthe same time, find it difficult and helpless to draw the students' attention in theclassroom instruction,and not to speak of involving students' in the classroominteraction.In EFL setting, College English class is based on the learning of target language,aiming at increase the learner's ability in speaking, listening, writing and translating.In this degree, language has very crucial importance during the classroom instruction.The target language teachers used in the classroom is the main source for the learners.The language used in the classroom is not only the target language of the students butalso the medium of teaching,through which interactions between the teachers andlearners come into effect. In this sense, teacher talk,especially teacher's elicitationson students' learning can be considered as scaffolding to students. In the process ofteaching, teachers dominate the forms of their talk and the talking time, and adjustthem according to the practical communicative situation. Anton(]999) claims thatproviding more chances for them to exchange information and express themselveswill greatly benefit students' acquisition. During the instruction, students studylanguage knowledge and information from teachers by means of interaction andnegotiation of meaning. By drawing students into a social interaction, classroomcommunication promotes to build meaning, reflect on one's understanding, andco-construct new ideas. Classroom discourse scaffolds students' participation andcognitive d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。