Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this g...Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this gap, the current research investigates interaction in EFL classrooms in middle schools in China in terms of： （1） the amount of teacher talk and interaction; （2） the type of teacher questions and teacher feedbacks; and （3） the amount and forms of meaning negotiation. The data set include observation records and observation reports of 140 naturally occurring lessons in middle schools in China. The findings reveal that there is not much interaction in EFL lessons in middle schools in western areas of China, which is shown by class time dominated by TTT （teacher talking time）, teacher questions and feedbacks that do not encourage students＇ responses and very little negotiation of meaning Possible causes are analyzed, and implications of this research for EFL teaching in China, teacher development and further research are also discussed展开更多
This article aims to structure an English as a Foreign Language (EFL) classroom observation scheme (OS). The writer presents the basics and bases of the OS, followed by an analysis of the focuses of the OS. In conclus...This article aims to structure an English as a Foreign Language (EFL) classroom observation scheme (OS). The writer presents the basics and bases of the OS, followed by an analysis of the focuses of the OS. In conclusion, the writer holds that middle school EFL teachers, teaching coordinators and teacher researchers might find the OS to be an efficient tool with which to observe Chinese middle school EFL classrooms, especially in terms of student development and teachers' professional development.展开更多
This study aims to explore explanation strategies used by a teacher in the context of grammar teaching. Two instruments for collecting data, i.e. interview and a multi-category observation scheme, were used here. The ...This study aims to explore explanation strategies used by a teacher in the context of grammar teaching. Two instruments for collecting data, i.e. interview and a multi-category observation scheme, were used here. The distribution pattern showed that the level of cognitive complexity manifested in the teacher's explanation strategies is determined both by complexity of the grammatical structure dealt with in class and by the level of the learners' language proficiency level. It is hoped that this study can serve as the first step in the process of discovering which explanation strategy embedded in what sort of structure can benefit the understanding of the goal concepts.展开更多
文摘Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this gap, the current research investigates interaction in EFL classrooms in middle schools in China in terms of： （1） the amount of teacher talk and interaction; （2） the type of teacher questions and teacher feedbacks; and （3） the amount and forms of meaning negotiation. The data set include observation records and observation reports of 140 naturally occurring lessons in middle schools in China. The findings reveal that there is not much interaction in EFL lessons in middle schools in western areas of China, which is shown by class time dominated by TTT （teacher talking time）, teacher questions and feedbacks that do not encourage students＇ responses and very little negotiation of meaning Possible causes are analyzed, and implications of this research for EFL teaching in China, teacher development and further research are also discussed
文摘This article aims to structure an English as a Foreign Language (EFL) classroom observation scheme (OS). The writer presents the basics and bases of the OS, followed by an analysis of the focuses of the OS. In conclusion, the writer holds that middle school EFL teachers, teaching coordinators and teacher researchers might find the OS to be an efficient tool with which to observe Chinese middle school EFL classrooms, especially in terms of student development and teachers' professional development.
文摘This study aims to explore explanation strategies used by a teacher in the context of grammar teaching. Two instruments for collecting data, i.e. interview and a multi-category observation scheme, were used here. The distribution pattern showed that the level of cognitive complexity manifested in the teacher's explanation strategies is determined both by complexity of the grammatical structure dealt with in class and by the level of the learners' language proficiency level. It is hoped that this study can serve as the first step in the process of discovering which explanation strategy embedded in what sort of structure can benefit the understanding of the goal concepts.
