Teaching Strategies of Oral Class Interaction [24]
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
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productive level. The teacher is a major source of roughly-tuned input, and so are the
reading and listening materials provided. At lower levels such materials are likely to be
roughly-tuned, while we are training students we are also exposing them to language,
some of which may form part of their acquired language store. Finely-tuned input, on the
other hand, is language which has been precisely selected to be at exactly the students
level. For our purposes, finely-tuned input can be taken to mean that language which we
select for conscious learning and teaching. Such language is often the focus of
presentation of new language where repetition, teacher correction, discussion and
discovery techniques are frequently used. At the foundation stage of oral class, both
roughly-tuned input and finely-tuned input are important. Finely-tuned input chiefly acts
as presentation instruction, lead-in or pre-communication instruction. Roughly-tuned帅ut
may supply students with "i+1" language, which will promote students' acquisition
through communicative activities. Law (1975) suggests that the teacher should not ask
learners to actively produce the utterances too early. Learners should have an initial stage
in which to assimilate the new language materials; learners should have a chance to
acquaint themselves receptively the new materials before they produce utterances (in Van
Els et al, 1984: 273). For language learning, "the context of presentation should be as rich
and varied as possible" (Wilkins, 1976: 80). Nord (1980) is of the opinion that to expect
production before the learning process may do more harms than good, speaking will not
be possible until a fair degree of reception has been attained (in Van Els et al, 1984: 273).
These statements imply that learner's reception should go before production. CLT
methodology also emphasizes that before learner's communicative activities, there should
be a necessary pre-communicative presentations. Therefore, input is a necessary
prerequisite of output. Without input, we can not expect output. Sufficient quantity of
input will ensure learners' output. Learners' output in turn promotes language acquisition.
CHAPTER FIVE
Creating a Productive Environment in
Oral Class!nteractiQn
As we have discussed in Chapter Three, CLT aims at training students'
communicative competence through using the language. The teacher's main responsibility
is to create a communicative environment and positive atmosphere for learners to acquire
the target language and use the language. According to Krashen, the process of using
language will no doubt promote language acquisition. From the perspective of
methodology } and psycholinguistics, this chapter mainly concerns the strategies‘of
encouraging learners' participation and output through various ways.
5.1 Asking the Right Questions
There is little doubt that questioning plays an important role in foreign language
teaching and learning. Questions are the basic elements with which the teacher stimulates
students' thi.}king and production. One of the earliest studies of questions in the classroom
was done in 1912 by Romiett Stevens. She estimated that 80 percent of school time was
used for question-and-answer recitation. Eight decades later that ratio would range
between 33 percent (Fisher et al, 1984) and 50 percent (Vwatson and Young, 1984) (qtd in
Orlich, 1990: 189). Generally, the types of questio
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