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
Educators and teachers generally agree that a major variable affecting students learning L2 or FL is motivation. This paper discusses the correlation between increasing the sense of achievement and sustaining students...Educators and teachers generally agree that a major variable affecting students learning L2 or FL is motivation. This paper discusses the correlation between increasing the sense of achievement and sustaining students＇ motivations in a Chinese cultural setting, in which language learning should not be understood in terms of North American and Western cultural values. Considering EFL or ElL situations at a tertiary education level in China's Mainland, the author thinks that for university students, we should consider this issue in another way and concludes that, from the adults＇ psychological perspective, the sense of achievement, more than any other factor, plays the most important role in sustaining students＇ motivations, thus contributing greatly to the whole process of learning. Therefore, it should be viewed as a very useful and effective method to maintain students＇ motivations. Based on this idea, the author strongly suggests that while they are capitalizing on some effective methods or strategies to foster and maintain their students＇ motivations, EFL or ElL teachers should try every means and utilize any occasion to ensure that students can feel their achievement and see progress during the advanced level of learning, thus guaranteeing they will keep expending energy and effort in continued learning.展开更多
文摘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
文摘Educators and teachers generally agree that a major variable affecting students learning L2 or FL is motivation. This paper discusses the correlation between increasing the sense of achievement and sustaining students＇ motivations in a Chinese cultural setting, in which language learning should not be understood in terms of North American and Western cultural values. Considering EFL or ElL situations at a tertiary education level in China's Mainland, the author thinks that for university students, we should consider this issue in another way and concludes that, from the adults＇ psychological perspective, the sense of achievement, more than any other factor, plays the most important role in sustaining students＇ motivations, thus contributing greatly to the whole process of learning. Therefore, it should be viewed as a very useful and effective method to maintain students＇ motivations. Based on this idea, the author strongly suggests that while they are capitalizing on some effective methods or strategies to foster and maintain their students＇ motivations, EFL or ElL teachers should try every means and utilize any occasion to ensure that students can feel their achievement and see progress during the advanced level of learning, thus guaranteeing they will keep expending energy and effort in continued learning.
