Hebei has a long history, rich cultural heritage, which not only has a lot of tangible cultural heritage, but also has many valuable cultural heritages. This non- material cultural heritage not only is a spiritual wea...Hebei has a long history, rich cultural heritage, which not only has a lot of tangible cultural heritage, but also has many valuable cultural heritages. This non- material cultural heritage not only is a spiritual wealth and a precious wisdom of Hebei children, but also a treasure of Chinese civilization. Protection of intangible cultural heritage, maintaining national cultural heritage, is an important cultural foundation of enhancing the bond of national emotional, promoting and safeguarding national unity and social stability, and is also a necessary requirement to building an advanced socialist culture, promoting a cultural province construction, building a ＂harmonious Hebei ＂, and achieving better and faster development of Hebei. Conscientiously implement the approach of ＂protection and rescue first, rational use, inheritance and development ＂, and do a really good job of intangible cultural heritage protection, management and rational use.展开更多
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
文摘Hebei has a long history, rich cultural heritage, which not only has a lot of tangible cultural heritage, but also has many valuable cultural heritages. This non- material cultural heritage not only is a spiritual wealth and a precious wisdom of Hebei children, but also a treasure of Chinese civilization. Protection of intangible cultural heritage, maintaining national cultural heritage, is an important cultural foundation of enhancing the bond of national emotional, promoting and safeguarding national unity and social stability, and is also a necessary requirement to building an advanced socialist culture, promoting a cultural province construction, building a ＂harmonious Hebei ＂, and achieving better and faster development of Hebei. Conscientiously implement the approach of ＂protection and rescue first, rational use, inheritance and development ＂, and do a really good job of intangible cultural heritage protection, management and rational use.
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.
