Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals...Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom展开更多
In the English language classroom, authenticity is a basic discoursal feature of teachers＇ instructional discourse. Without authenticity, there will be a mismatch between what students learn in the classroom and what...In the English language classroom, authenticity is a basic discoursal feature of teachers＇ instructional discourse. Without authenticity, there will be a mismatch between what students learn in the classroom and what they use in real life. However, the notion of authenticity varies with the change between the natural mode and pedagogic mode in the classroom. Therefore, based on this assumption, retrieving and analyzing data from the corpus and classroom videos, the present paper identifies two categories of problems in Chinese teachers＇ instructional discourse. Sample extracts are discussed and predictions are made on how teachers＇ failure to produce authentic discourse may result in ineffective teaching and learning.展开更多
文摘Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom
文摘In the English language classroom, authenticity is a basic discoursal feature of teachers＇ instructional discourse. Without authenticity, there will be a mismatch between what students learn in the classroom and what they use in real life. However, the notion of authenticity varies with the change between the natural mode and pedagogic mode in the classroom. Therefore, based on this assumption, retrieving and analyzing data from the corpus and classroom videos, the present paper identifies two categories of problems in Chinese teachers＇ instructional discourse. Sample extracts are discussed and predictions are made on how teachers＇ failure to produce authentic discourse may result in ineffective teaching and learning.
