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An Empirical Study on Interaction in EFL Classrooms in Middle Schools in Western Areas of China
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作者 WEI Jing JIANG Yu-hong 《Sino-US English Teaching》 2013年第9期665-675,共11页
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
关键词 teacher-student(s) interaction student(s)-student(s) interaction teacher questions teacher feedback negotiation of meaning
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Comparative Study on the Recognition of English-Only Classes by Native English Speakers in Korean and Taiwan Residents Elementary Schools
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作者 Seungbin Roh 《Sino-US English Teaching》 2015年第10期771-790,共20页
This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt Engl... This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT (Communication Language Teaching). Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK (English Program in Korea) and NEST (Native English Speaking Teacher) respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers' class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher's class. 展开更多
关键词 English-only class elementary English education and policy
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《日食和月食》课件设计思路
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作者 谢明轩 《小学教学设计(文科版)》 2002年第7期84-84,共1页
关键词 《日食和月食》 件设计 小学 地课教学 设计思路
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