摘要:本文是英语语言学论文,本文试图运用沃尔什的设定框架来分析促进语言教学与学习的互动所普通的缘故。本研究的目的是双重的:作为课堂教学的主要方面,在真实动态的英语课堂语言教学和学习中起着潜在的作用。
Chapter 1 Introduction
This chapter starts with an introduction to the research background of the currentstudy, mainly focusing on the importance of classroom interaction in languageteaching and learning and then the necessity of further study on the relationshipbetween language use and classroom interaction based on Walsh’s Self-Evaluation ofTeacher Talk (SETT) framework. Furthermore, it specifies the purpose andsignificance of the study and proposes the research questions. The last section outlinesthe organization of the study.
1.1 Research background
Classroom interaction is one of the consequential means by which learning isachieved in the classroom. In the EFL context, classroom interaction plays apredominant role in facilitating language teaching and learning (Hall & Walsh, 2002,pp. 186-203). It is not only of utmost importance in helping learners intake andinternalize knowledge of linguistic forms in the target language but also it is attachinggreat importance to the teaching practice. As the prime aspect of classroom discourse,classroom interaction sheds light on the study of language teaching and learning in theauthentic and dynamic English classroom, which corresponding attracts considerableattention in the field of second and foreign language learning at home and abroad(Chaudron, 1988; van Lier, 1996; Ellis, 1994; Long, 1983; Swain, 1993, 1995;Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Qin, 2010; Tang & Liu, 2014).Research on classroom interaction and classroom events emerged in the 1950sfor teacher’s education purposes at abroad. The first significant and prime attempt wasmade by Flanders (1960) who put forward FIAC (Flander’s Interaction AnalysisCategories) to systematically analyze classroom interaction. Later this system wasadapted and modified by Moskowitz (1971, pp. 211-221) who proposed FLINT in the EFL teacher talk. Until the mid-1990s,researches on classroom discourse were dominated by an information processingmethod of learning on the basis of input, interaction and output model (Chaudron,1988; van Lier, 1988; Long, 1983, 1996; Swain, 1985; Allwright & Bailey, 1991). InChina, related studies on classroom interaction began to receive increasing attentionfrom the early 21st century (Yang, 2003; Liu, 2010; Huang & Han, 2008; Tang & Liu,2014). For example, Li and Wang (2000, pp. 22-24) introduced the Englishpedagogical design principles in classroom interaction combing with personalclassroom experimental experience and then proposed six pedagogical interactionmodes. Some other studies mainly focused on the strategies of classroom interaction(Yang, 2003; Liu, 2010), the modes and theoretical background of classroominteraction (Li, 2007; Chai & Chen, 2009; Tang & Liu, 2014), and influential factorsin terms of classroom interaction (Huang & Han, 2009; Chen, 2011).
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1.2 Purpose and significance of the study
This study attempts to apply Walsh’s SETT framework to analyze classroominteraction for the sake of promoting language teaching and learning in the EFLcontext. The purpose of the study is twofold:On the one hand, as the major aspect of classroom discourse, classroominteraction plays a potential role in language teaching and learning in the authenticand dynamic English classroom. In recent years, with the consistent education reform,the roles of teachers and students in class have changed significantly. T
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