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从中学英语教师话语处理看课堂互动 被引量:3

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摘要 基于对中学英语课堂的初步观察,我们发现中学英语教师课堂话语多少、目标语使用量与质量及对学生语言输出反馈处理方式皆可影响课堂互动。话语量超标可成"一言堂",目标语使用只在学生可理解时会促进外语思维,教师若不给予学生自我修正契机可阻碍学生语言学习认知机制启动,而对学生语言输出的不当处理可触发负面情感,使学生不积极参与课堂对话。
出处 《教学与管理(理论版)》 北大核心 2016年第7期107-109,共3页 Journal of Teaching and Management
基金 陕西省教育厅专项科研计划项目"基础阶段英语学业成就之真实性评价与实践研究"(15JK1611)的研究成果
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