An Analysis of Teacher Talk in College English Classroom

As an indispensable part of college English class,teacher talk has a great influence on the effect of the language teaching.By analyzing teacher talk from four aspects of dominance of teacher talk,teacher's questions,teacher's directives and code-switching,a conclusion is drawn:teachers should employ teacher talk appropriately in college English class in order to improve the quality of language teaching.

An Analysis of Teacher Talk in College English Classroom from the Perspective of Relevance Theory

In the classroom interactive teaching activities, the problem posed by teachers is teacher′s utterance. Teacher talk is notonly a tool for teachers to implement teaching plans, but also determine the success or failure of classroom teaching, so it has beenthe focus of language teaching research for many years. In the process of classroom communication, teachers′discourse cannot bewell understood, sometimes the questions raised can not induce students′timely, relevant and clear answers, leading to communica-tion failure. How to make teachers′discourse more understandable and how to successfully put forward the principles of explicit-ness, relevance and the acquisition of contextual effects of relevance theory has a good explanatory power for some phenomena ofclassroom communication in foreign language teaching. According to the basic idea of Relevance Theory, through the analysis ofteachers′discourse examples, we can find the theoretical basis for successful classroom questioning.

Analysis on Teacher Talk in College English Class

This paper first briefly introduces the definition and function of Teacher Talk, and secondly mainly analyzes the characteristics of Teacher Talk in terms of three aspects, finally gives out some constructive suggestions to improve the quality of Teacher Talk in college English class, and also to promote the English teacher to develop the teaching more effectively.

On the Effect of Teacher Talk on Teacher-Student Rapport in College English Classroom

This paper aimed to investigate the effect of teacher talk on teacher-student rapport in college English classroom.Be sides,it attempted to analyze how to build teacher-student rapport in English classroom based on the theories of teacher Talk,hoping that it can assist teachers to upgrade their awareness in teacher talk and increase language learning and teaching efficiency.

Teacher Talk Code-switching in College English Teaching Classroom

Code-switching is considered as a strategy of cognition, interaction and teaching. Foreign language teachers often use code-switching as a skill of pedagogy to teach students to learn foreign language and promote their own teaching practice. Evidence shows that the proper sue of code-switching will promote English teaching practice, however, it is arguable that how to use native language to improve English teaching. This paper will discuss code-switching in Chinese English teaching with the SLA theories and put forward some guidance to teacher talk code-switching.

Teacher Talk in College English Classroom

English teachers mainly pass on knowledge through teacher talk in China. This paper focuses on the analysis of characteristics of teacher talk and discusses some ways to make teacher talk more comprehensible for learners' input. It has been concluded that with conscious improvement or exploration on teacher talk in practice, teachers can greatly enhance their teacher talk and make an effective combination between teacher talk and comprehensible input.

希望感在高校辅导员与学生谈心谈话工作中的作用及影响

希望作为积极心理学研究的一项重要品质,对个体的成长和发展有着重要影响,但个体的希望水平高低是否对他人产生影响存在不同说法。从这个角度出发,使用成人希望量表和自编的谈心谈话问卷开展调查研究和分析,探讨希望感在高校辅导员与学生谈心谈话工作中的作用和影响。结合研究结果,从学校、辅导员自身和学生教育引导三个层面提出相应的对策和建议。

高校辅导员谈心谈话案例分析与干预启示——基于大学生常见学习困扰

通过对高校辅导员实际工作中遇到的关于大学生学习困扰的典型案例进行分析,归纳出影响大学生学习积极性的三种情境,即挫折经历导致不自信,放弃学业;目标不清晰,缺少学习动力;完美主义引起学业拖延。并结合心理学相关理论,给出对应的干预角度和辅导员谈心谈话示例。同时,梳理了做好谈心谈话工作的启示:(一)提前做好准备工作;(二)建立学生成长档案;(三)做好追踪和回访。

浅谈大学英语教学中的Free Talk活动

阐述了Free Talk的概念和形式,讨论了Free Talk的活动过程,分析了在大学英语教学中开展Free Talk的作用,提出Free Talk是提高大学生英语口语表达能力的一种行之有效的教学实践。

基于英语新闻和TED Talks的大学英语听力课程体系构建研究

本文以英语新闻和TED Talks听力为例,通过讨论"为何听(Why Listening)"、"听什么(What to Listen)"、"怎么听(How to Listen)"和"从哪开始(Where to Start)"等大学生在英语听力学习过程中亟待解决的四个具体问题为切入点,来探讨基于新闻和TED Talks的大学英语听力课程体系构建问题和教师在教学中"如何教(How to Teach)"、"如何测评(How to Test)"以及"如何编写教学资源(How to Design)"等系列问题。此外,本研究在大学英语听力精听五步学习法(5 Steps to Improve Listening)的基础上构建了大学英语精听三步学习法(3 Steps to Improve Listening)和大学英语听力三阶段学习法(3 Stages to Improve Listening)等具体的解决方案,以期改进大学生的听力学习策略、大学英语教师的英语听力教学水平及其英语听力教学资源编写水平,从而为进一步提高大学生的整体英语听力水平提供高质量的教学资源。

增强高校学生党支部书记开展谈心谈话的针对性和实效性研究

谈心谈话是党的组织生活的重要形式。增强学生党支部书记开展谈心谈话的针对性和实效性对高校推进基层党支部标准化规范化建设、充分发挥学生党支部战斗堡垒作用和党员先锋模范作用以及加强党员教育管理和进一步做好发展党员工作具有重要意义。通过梳理高校学生党支部书记开展谈心谈话的主要类型,从加强培训指导、设置合理的考核标准、培养精准思维、提升自身综合素质等几个方面探索增强学生党支部书记开展谈心谈话的实效性。

萨提亚模式视角下高校辅导员谈心谈话能力提升研究

谈心谈话是高校辅导员是开展思想政治教育的必要环节,是做好教育、管理、服务工作的有效途径。当前,辅导员谈心谈话过程中存在诸多问题,如主动性不够、技巧不精、效果不佳等。文章引入萨提亚理论与方法,引导学生提高自尊、改善沟通、关注自我价值,从以生为本、提升技巧、挖掘潜能三个方面提升辅导员谈心谈话效果,强化思想政治教育。

高校辅导员谈心谈话反馈评估与质效提升机制

高校辅导员谈心谈话是辅导员落实立德树人根本任务、加强大学生思想政治教育、构建良好师生关系的重要手段,直接关系辅导员工作成效和大学生思想政治教育水平。文章探讨如何建立高校辅导员谈心谈话反馈评估机制,即建立涵盖评估对象、评估方式和评估标准的辅导员谈心谈话反馈评估体系,通过“场景氛围”、“情感互动”、“能力技巧”、“实效评估”、“跟进反馈”的谈心谈话“五维”反馈评估维度,采取校院两级评估机制、师生互评平台和相关激励确保制度有效运行。在此基础上,通过制度保障、能力保障、平台保障和激励保障四个层面11项工作内容建立和完善辅导员谈心谈话质效提升机制。

高职院校校企合作过程中大学生实习目标管理的教育方法之一:谈话(TALK)

文章就谈话(TALK)教育方法产生的背景、实施的目的、参加人员及方式进行了阐述,对谈话的内容,即TALK四大要素(Topic、Action、Limit、Key to…)给予了说明,并以企业反馈及学生就业情况来证明了该方法的有效性。文章最后还就如何做好反馈、后续跟踪及拓展,以及谈话教育方法的特点等问题进行了分析与探讨。

The Influence of Teacher Talk on Raising Students’ Intercultural Awareness

In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching process in China’s universities is weak. With the increasing demands of the society on the cultivation of students’ intercultural communicative competence, the importance of intercultural communicative competence is becoming more and more obvious. This paper discusses how to use teacher talk effectively to raise students’ intercultural awareness from the aspects of textbook development, teaching concepts, teaching methods, and after-class activities, aiming at enhancing the intercultural awareness of college students and raising intercultural communicative competence.

动机性访谈在高校辅导员谈心谈话中的运用

动机性访谈是从现有的心理疗法模式和行为转变理论中提炼出的一种原理和方法,在国外已被广泛使用,其强调“核心精神”“核心技术”“改变语句”三大要素。将动机性访谈运用到高校辅导员的谈心谈话中具有现实的可行性。辅导员以积极正向的理念看待学生,以平等尊重的态度接纳肯定学生。在谈话过程中以“导进—聚焦—唤出—计划”的步骤,灵活运用反映性倾听、开放式提问、肯定、摘要、信息交换等技术提高辅导员谈心谈话的实效性。

高校辅导员谈心谈话技术的有效性研究

与学生谈心谈话是新时期辅导员在高校思想政治教育工作中进行立德树人的重要方法。当前,辅导员谈心谈话存在谈话双方关系不平等、谈心谈话形式落后和技术匮乏等问题。为提升谈心谈话的有效性,辅导员可以采用建立良好的谈心谈话关系、调动学生谈心谈话的积极性和运用参与性技术疏通谈心谈话渠道等策略。

基于价值澄清的高校辅导员谈心谈话实效提升研究

谈心谈话是高校辅导员开展日常思想政治教育的重要手段。在高校辅导员谈心谈话工作主动性不够、谈心谈话过程主导性不强、主观性凸显的现实处境下,可应用价值澄清理论与方法,从强化谈心谈话科学指导、把握谈心谈话多样类型、科学规划正式谈心谈话、灵活应对非正式谈心谈话、跟踪谈心谈话实际效果等方面提升高校辅导员谈心谈话实效性,进一步提升大学生思想政治教育质量。

辅导员素质能力大赛视角下高校辅导员工作探析

辅导员和学生之间的谈心谈话环节,是辅导员日常工作中很重要的组成部分,在高校辅导员素质能力大赛中,谈心谈话作为最吸引人的一个环节,一直备受广大辅导员的重视与关注。辅导员作为大学生成长成才的人生导师和健康生活的知心朋友,在谈心谈话工作中,要明确辅导员的角色和功能定位,运用相关教育学和心理学等知识,有针对性地与学生进行谈心谈话,切实提高辅导员谈心谈话工作的针对性和实效性,实现育人目的。