期刊文献+
共找到4篇文章
< 1 >
每页显示 20 50 100
语用教学观下初中英语对话类语篇文本解读策略
1
作者 高颖 张现荣 《英语教师》 2024年第3期15-19,共5页
概述语用教学观。分析对话类语篇的语用原则。以译林牛津版初中《英语》八年级(下)Unit7的访谈语篇为例,探究基于语用原则的初中英语对话类语篇文本解读策略。提出在语用教学观下,初中英语对话类语篇教学可以基于合作原则、言语行为理... 概述语用教学观。分析对话类语篇的语用原则。以译林牛津版初中《英语》八年级(下)Unit7的访谈语篇为例,探究基于语用原则的初中英语对话类语篇文本解读策略。提出在语用教学观下,初中英语对话类语篇教学可以基于合作原则、言语行为理论和礼貌原则进行文本解读,开展教学活动,帮助学生理解对话含义、体会交际策略、在真实交际情境中体会语言得体性,从而逐步提高语用能力,实现培养其核心素养的目标。 展开更多
关键词 语用教学观 对话类语篇 文本解读 初中英语
下载PDF
基于语用教学观下的小学文本创生点滴实践 被引量:1
2
作者 余燕花 《学苑教育》 2020年第24期53-54,共2页
语文课程是一门学习语言文字运用的综合性、实践性课程。教学中要充分利用好教材这个"例子",多角度创生文本内容,运用合适的语用材料使学生掌握语言的方式和规律,从而正确理解运用祖国文字,真正提升语文素养。
关键词 语用教学观 文本创生 语用训练
下载PDF
“积极语用教学观”对高中语文作文教学的影响
3
作者 闫井娟 《课外语文(下)》 2016年第4期108-108,共1页
"文采"的写作训练在高中作文教学中居于举足轻重的地位,不可掉以轻心.教学中如何实现教学目标,笔者认为,运用"积极语用教学观"的理论,通过师生的互动、合作、探究,从感受、领悟、升华三个维度进行教学,就有可能较好地完成教学任务。
关键词 高中语文 作文教学 积极语用教学观
下载PDF
An Empirical Study on Interaction in EFL Classrooms in Middle Schools in Western Areas of China
4
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
下载PDF
上一页 1 下一页 到第
使用帮助 返回顶部