While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the bo...While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory （SCT）, this article examines the classroom discourse of Chinese middle school English language teaching （ELT） by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers＇ reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback （IRF） structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation （IRE） sequence dominating the EFL （English as a Foreign Language） classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ levels of awareness of the use of teacher talk in EFL classroom interaction.展开更多
The past three decades have witnessed a proliferation of research on Chinese English as a foreign language （EFL） learners＇ use of learning strategies, but little has been examined about the potential influence of l...The past three decades have witnessed a proliferation of research on Chinese English as a foreign language （EFL） learners＇ use of learning strategies, but little has been examined about the potential influence of learning contexts upon their strategic engagement. This paper reports on the findings of an investigation of the impact of learning contexts upon the use of learning strategies of two cohorts of EFL learners in China. Both cohorts were non-English majors, one from a university where English is the medium of instruction （EMI） and the other from an EFL university. The data were collected using questionnaires and semi-structured interviews. Results reveal that learners from the EMI university demonstrated a higher level in their overall use of learning strategies over their counterparts from the EFL university. Independent T-test shows that the two cohorts were significantly different in their use of cognitive, meta-cognitive, affective and social strategies. These findings were discussed from a socio-cultural perspective. Implications are presented for the reform of English language education in China and beyond.展开更多
This article critically examines three most influential learning theories that underlie the instruction and learning environments in second language learning (SLL). Evaluation follows the description of each theory. T...This article critically examines three most influential learning theories that underlie the instruction and learning environments in second language learning (SLL). Evaluation follows the description of each theory. The point is to understand the impacts of different theories on second language learning. The paper argues that an integrated approach, which combines the three theories, is needed.展开更多
文摘While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory （SCT）, this article examines the classroom discourse of Chinese middle school English language teaching （ELT） by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers＇ reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback （IRF） structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation （IRE） sequence dominating the EFL （English as a Foreign Language） classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ levels of awareness of the use of teacher talk in EFL classroom interaction.
基金supported by a research grant of the Project of Foreign Language Education under the National Education Science Plan 2010 (GPA105613)a grant of the 2011-2012 Teaching and Research Fund for the Teaching of English Majors,Association of National Normal Universities (NNETRP2011009)a project of the National Social Science Research Fund (12CYY025)
文摘The past three decades have witnessed a proliferation of research on Chinese English as a foreign language （EFL） learners＇ use of learning strategies, but little has been examined about the potential influence of learning contexts upon their strategic engagement. This paper reports on the findings of an investigation of the impact of learning contexts upon the use of learning strategies of two cohorts of EFL learners in China. Both cohorts were non-English majors, one from a university where English is the medium of instruction （EMI） and the other from an EFL university. The data were collected using questionnaires and semi-structured interviews. Results reveal that learners from the EMI university demonstrated a higher level in their overall use of learning strategies over their counterparts from the EFL university. Independent T-test shows that the two cohorts were significantly different in their use of cognitive, meta-cognitive, affective and social strategies. These findings were discussed from a socio-cultural perspective. Implications are presented for the reform of English language education in China and beyond.
文摘This article critically examines three most influential learning theories that underlie the instruction and learning environments in second language learning (SLL). Evaluation follows the description of each theory. The point is to understand the impacts of different theories on second language learning. The paper argues that an integrated approach, which combines the three theories, is needed.
