A series of study and investigation has been made on the basis of the theory of group work. The purpose is to study the effectiveness of group work in the interaction class, thus to attract more English teachers＇ att...A series of study and investigation has been made on the basis of the theory of group work. The purpose is to study the effectiveness of group work in the interaction class, thus to attract more English teachers＇ attention to seek for the new approach to the breakthrough of traditional English class mode.展开更多
The ultimate of college English teaching is to cultivate students' communicative and applied competence. In quite a long time, college English teaching still continues to use the traditional teaching methods. Stud...The ultimate of college English teaching is to cultivate students' communicative and applied competence. In quite a long time, college English teaching still continues to use the traditional teaching methods. Students' ability to use the language in real communication does not seem to conform to the scores that they have achieved. At present, college English has met the trend of quality-oriented education and provided new thoughts for English classroom teaching. This paper puts forward the problems in domestic college English teaching based on many theories and studies. It clarifies the concept of interaction, the features and models of interaction. The most important one is the application of interactive teaching.展开更多
This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting...This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.展开更多
文摘A series of study and investigation has been made on the basis of the theory of group work. The purpose is to study the effectiveness of group work in the interaction class, thus to attract more English teachers＇ attention to seek for the new approach to the breakthrough of traditional English class mode.
文摘The ultimate of college English teaching is to cultivate students' communicative and applied competence. In quite a long time, college English teaching still continues to use the traditional teaching methods. Students' ability to use the language in real communication does not seem to conform to the scores that they have achieved. At present, college English has met the trend of quality-oriented education and provided new thoughts for English classroom teaching. This paper puts forward the problems in domestic college English teaching based on many theories and studies. It clarifies the concept of interaction, the features and models of interaction. The most important one is the application of interactive teaching.
文摘This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.
