Teachers＇ talk is an important aspect for conducting college English class effectively. It plays crucial roles in giving instructions, organizing classroom norm, and facilitating students＇ language acquisition. Base...Teachers＇ talk is an important aspect for conducting college English class effectively. It plays crucial roles in giving instructions, organizing classroom norm, and facilitating students＇ language acquisition. Based on Leech＇s Politeness Principle, this paper has analyzed the politeness in teachers＇ classroom talk and explored the functions it possesses as well. The study shows that the politeness feature of college English teachers＇ classroom talk is the consequences of observing each maxim of the Politeness Principle and is of the functions such as making effective cornmnication, keeping friendly relations with students, saving students＇ face, etc.. Conducting research on politeness in teachers＇ talk is conducive to understanding the process of language teaching and learning.展开更多
Prior studies on classroom discourse research often concluded that a teacher＇s control of classroom interaction greatly affected his/her students＇ response to classroom talk. Students as academic novices are often e...Prior studies on classroom discourse research often concluded that a teacher＇s control of classroom interaction greatly affected his/her students＇ response to classroom talk. Students as academic novices are often expected to accept the teacher＇s deposited knowledge for academic achievement in traditional school contexts. Given little attention being paid to their withdrawal of teacher＇s deposited knowledge for use as meaning-negotiation, this study observes one academically-irrelevant curriculum context----one free and non-compulsory adult Chinese class offered by one local Taiwan Residents government to its foreign residents--to know whether the students＇ motivation for responding to classroom talk is still affected much by the teacher＇s dominance of classroom talk. It employs Courtney Cazden＇s I-R-E （teacher-initiation, student-response, and teacher-evaluation） classroom talk model and Paulo Freire＇s banking education metaphor as theoretical frameworks to discuss the classroom power relations reflected on the students＇ withdrawal of the teacher＇s deposited knowledge. The findings show that when the students＇ academic achievement is not the instructional objective, the teacher＇s thematic control, affects the students＇ motivation for responding more than his/her control of classroom interaction. It concludes that a classroom talk highlighting the students＇ interest activates their participation and allows the instructor to gain access to the students＇ knowledge, values, attitudes, and perceptions.展开更多
文摘Teachers＇ talk is an important aspect for conducting college English class effectively. It plays crucial roles in giving instructions, organizing classroom norm, and facilitating students＇ language acquisition. Based on Leech＇s Politeness Principle, this paper has analyzed the politeness in teachers＇ classroom talk and explored the functions it possesses as well. The study shows that the politeness feature of college English teachers＇ classroom talk is the consequences of observing each maxim of the Politeness Principle and is of the functions such as making effective cornmnication, keeping friendly relations with students, saving students＇ face, etc.. Conducting research on politeness in teachers＇ talk is conducive to understanding the process of language teaching and learning.
文摘Prior studies on classroom discourse research often concluded that a teacher＇s control of classroom interaction greatly affected his/her students＇ response to classroom talk. Students as academic novices are often expected to accept the teacher＇s deposited knowledge for academic achievement in traditional school contexts. Given little attention being paid to their withdrawal of teacher＇s deposited knowledge for use as meaning-negotiation, this study observes one academically-irrelevant curriculum context----one free and non-compulsory adult Chinese class offered by one local Taiwan Residents government to its foreign residents--to know whether the students＇ motivation for responding to classroom talk is still affected much by the teacher＇s dominance of classroom talk. It employs Courtney Cazden＇s I-R-E （teacher-initiation, student-response, and teacher-evaluation） classroom talk model and Paulo Freire＇s banking education metaphor as theoretical frameworks to discuss the classroom power relations reflected on the students＇ withdrawal of the teacher＇s deposited knowledge. The findings show that when the students＇ academic achievement is not the instructional objective, the teacher＇s thematic control, affects the students＇ motivation for responding more than his/her control of classroom interaction. It concludes that a classroom talk highlighting the students＇ interest activates their participation and allows the instructor to gain access to the students＇ knowledge, values, attitudes, and perceptions.
