体格魁梧、名成利就,作为波士顿橄榄球队的超级巨星,乔·金曼享受着快乐自由的黄金单身汉生活。然而有一天,一个名叫佩顿的小女孩将他的世界彻底改变。面对"捣蛋鬼"佩顿每天惹出的大难题,连号称"国王"的乔都被...体格魁梧、名成利就,作为波士顿橄榄球队的超级巨星,乔·金曼享受着快乐自由的黄金单身汉生活。然而有一天,一个名叫佩顿的小女孩将他的世界彻底改变。面对"捣蛋鬼"佩顿每天惹出的大难题,连号称"国王"的乔都被折磨得焦头烂额——也就在这个过程中,从个性到喜好都相差天南地北的两人逐渐体会到甜酸苦辣俱全的家庭滋味……能够蝉联美国票房冠军数周,《比赛计划》靠的并不单单是迪斯尼式的温情脉脉或者美国大片式的热血励志。这是一部没深度很简单的电影,问的不过是我们常常问自己、问别人的一个问题——What's the best thing that's ever happened to you?其实,绝大多数时候,人生最美好的事情往往就是最下里巴人、最习以为常的东西——也许是那一次邂逅;也许是那一场比赛;也许,就是每天看见的那张笑脸……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
To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discu...To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in role- play-based interaction. The author adopted conversation analysis （CA） and Young＇s （2000） constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessment- based role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants＇ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include： interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers＇ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.展开更多
文摘体格魁梧、名成利就,作为波士顿橄榄球队的超级巨星,乔·金曼享受着快乐自由的黄金单身汉生活。然而有一天,一个名叫佩顿的小女孩将他的世界彻底改变。面对"捣蛋鬼"佩顿每天惹出的大难题,连号称"国王"的乔都被折磨得焦头烂额——也就在这个过程中,从个性到喜好都相差天南地北的两人逐渐体会到甜酸苦辣俱全的家庭滋味……能够蝉联美国票房冠军数周,《比赛计划》靠的并不单单是迪斯尼式的温情脉脉或者美国大片式的热血励志。这是一部没深度很简单的电影,问的不过是我们常常问自己、问别人的一个问题——What's the best thing that's ever happened to you?其实,绝大多数时候,人生最美好的事情往往就是最下里巴人、最习以为常的东西——也许是那一次邂逅;也许是那一场比赛;也许,就是每天看见的那张笑脸……
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.
文摘To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in role- play-based interaction. The author adopted conversation analysis （CA） and Young＇s （2000） constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessment- based role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants＇ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include： interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers＇ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.
