The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses wi...The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses with 21 hours in total from advanced and fundamental grades in an English department. The classroom observation has been transcribed to analyze the features of teacher talk in various English courses in terms of five dimensions--discourse quantity, questioning types, feedback manners, interactional modification features, and conversation chains, It is found that on average there is significant difference in those five dimensions between fundamental and advanced courses. In terms of discourse quantity, the teacher talk has occupied more than 80% of the total talk amount and the total teacher talk in advanced courses is more than that in fundamental ones; the number of display questions is much more than that of referential questions; evaluative feedbacks are more than discursive ones; all of the teachers prefer to employ confirmation checks to modify students＇ answer, and half of the conversational chains are IRF （Initial-Response-Follow-up） structure while another half are full of complicated chains. The paper then provides some suggestions and implications for EFL teaching in the light of these findings.展开更多
Two groups of advanced students (one, a class of 11 postgraduate students, and theother, a group of eight teachers) followed two separate but similar five month non-creditcourses in writing and rhetoric given at the G...Two groups of advanced students (one, a class of 11 postgraduate students, and theother, a group of eight teachers) followed two separate but similar five month non-creditcourses in writing and rhetoric given at the Guangzhou Institute of Foreign Languagesin the fall and early winter of 1979-80.展开更多
It has been 16 years since the first courses on Chinese medicine （CM） at Hong Kong Baptist University （HKBU） were created.It can be said that the advancement o f CM education is a microcosm of the development of t...It has been 16 years since the first courses on Chinese medicine （CM） at Hong Kong Baptist University （HKBU） were created.It can be said that the advancement o f CM education is a microcosm of the development of the CM in Hong Kong SAR.As a past course director,I was closely involved with colleagues and students in this unforgettable process.Ten Years of Difficulty Have Laid the Foundation for A Bright Future展开更多
文摘The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses with 21 hours in total from advanced and fundamental grades in an English department. The classroom observation has been transcribed to analyze the features of teacher talk in various English courses in terms of five dimensions--discourse quantity, questioning types, feedback manners, interactional modification features, and conversation chains, It is found that on average there is significant difference in those five dimensions between fundamental and advanced courses. In terms of discourse quantity, the teacher talk has occupied more than 80% of the total talk amount and the total teacher talk in advanced courses is more than that in fundamental ones; the number of display questions is much more than that of referential questions; evaluative feedbacks are more than discursive ones; all of the teachers prefer to employ confirmation checks to modify students＇ answer, and half of the conversational chains are IRF （Initial-Response-Follow-up） structure while another half are full of complicated chains. The paper then provides some suggestions and implications for EFL teaching in the light of these findings.
文摘Two groups of advanced students (one, a class of 11 postgraduate students, and theother, a group of eight teachers) followed two separate but similar five month non-creditcourses in writing and rhetoric given at the Guangzhou Institute of Foreign Languagesin the fall and early winter of 1979-80.
文摘It has been 16 years since the first courses on Chinese medicine （CM） at Hong Kong Baptist University （HKBU） were created.It can be said that the advancement o f CM education is a microcosm of the development of the CM in Hong Kong SAR.As a past course director,I was closely involved with colleagues and students in this unforgettable process.Ten Years of Difficulty Have Laid the Foundation for A Bright Future
