Using a conversation analysis approach, the present study investigates the teacher-led question-answer sequences of one successful seminar course （Short Stories and Western Culture） within the curriculum reform for ...Using a conversation analysis approach, the present study investigates the teacher-led question-answer sequences of one successful seminar course （Short Stories and Western Culture） within the curriculum reform for English majors in Beijing Foreign Studies University, aiming at uncovering an effective way of integrating disciplinary learning with language skills development. The result of the analysis shows that the teacher of the course, who perceives student participation as an indispensable ingredient of his class, often uses more divergent, opinion-seeking questions to initiate discussion and uses four types of expansion question on his turns to promote student participation, namely, probing questions （PQ）, clue-giving questions （CQ）, elaboration requests （ER）, and agreement checks （AC）. The study also generates an I-R-（E）-F-FC [Initiation-Response-（Evaluation）-FoUow up-Further Contribution] model, in which the teacher attempts to promote student participation and guide the construction of students＇ understanding.展开更多
基金part of a curriculum reform project for English majorsBeijing Foreign Studies University and Beijing Municipal Educational Commission for their sponsorship(BFSU05012,BFSU0103B03,BMEC Higher Education[2006]27)
文摘Using a conversation analysis approach, the present study investigates the teacher-led question-answer sequences of one successful seminar course （Short Stories and Western Culture） within the curriculum reform for English majors in Beijing Foreign Studies University, aiming at uncovering an effective way of integrating disciplinary learning with language skills development. The result of the analysis shows that the teacher of the course, who perceives student participation as an indispensable ingredient of his class, often uses more divergent, opinion-seeking questions to initiate discussion and uses four types of expansion question on his turns to promote student participation, namely, probing questions （PQ）, clue-giving questions （CQ）, elaboration requests （ER）, and agreement checks （AC）. The study also generates an I-R-（E）-F-FC [Initiation-Response-（Evaluation）-FoUow up-Further Contribution] model, in which the teacher attempts to promote student participation and guide the construction of students＇ understanding.
