在英语学习中,Free talk是说的能力,书面表达是写的能力,二者互相联系又相互促进,要有机融合,才能促进英语水平的有效提高。一、初中英语书面表达现状。在初中英语质量检测中,学生词汇贫乏、句型单一、结构松散、逻辑混乱的问题普遍存...在英语学习中,Free talk是说的能力,书面表达是写的能力,二者互相联系又相互促进,要有机融合,才能促进英语水平的有效提高。一、初中英语书面表达现状。在初中英语质量检测中,学生词汇贫乏、句型单一、结构松散、逻辑混乱的问题普遍存在。第一,受母语的影响导致汉语式英语,类似“I by bike to school every day”的表达司空见惯。展开更多
Code-switching between English and Chinese usually occurs in students' talk when they are involved in taking communicative language activities in college English class. This paper studies the situations in which s...Code-switching between English and Chinese usually occurs in students' talk when they are involved in taking communicative language activities in college English class. This paper studies the situations in which students are likely to use codeswitching and analyzes it from the perspective of the mental world in Verscheren's Adaptation Theory. It shows that inadequate mastery of English language, cultural differences and the improper adjustment to context may lead to students' using of codeswitching. It also shows that the use of code-switching in students' talk adapts to students' cognitive elements and emotive elements as well.展开更多
Based on Brown and Levinson's face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to lear...Based on Brown and Levinson's face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students' face to spark their motivation to participate in the interactive activities so as to develop their language control.展开更多
In the process of L2 （second language） learning, students tend to meet the problem of interlanguage--a transitional language system existing between target language and learners＇ mother tongue, which will severely ...In the process of L2 （second language） learning, students tend to meet the problem of interlanguage--a transitional language system existing between target language and learners＇ mother tongue, which will severely affect students＇ image of language. Teacher talk as a special language closely related to students＇ English learning, exerts unignorable influence on students＇ interlanguage. This paper will start from the analyzing four types of teacher talk, and go further to deal with the relationship of communicativeness in teacher talk and interlanguae. Then it ends by proposing some points that teacher talk should note.展开更多
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...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.展开更多
Language errors are significant in three respects： they tell the teacher what needs to be taught； they tell the researcher how learning proceeds； and they are a means whereby learners test their hypothesis about th...Language errors are significant in three respects： they tell the teacher what needs to be taught； they tell the researcher how learning proceeds； and they are a means whereby learners test their hypothesis about the second language（ Corder， S.P. 1967） Learning to swim， to play tennis， to type， or to read all involve a process in which success comes by profiting from mistakes， by using mistakes to obtain feedback from the environment and with that feedback to make new attempts which successively more closely approximate desired goals.However， getting the learners to communicate at all costs may cause the fossilization of language.展开更多
Prior studies on classroom discourse research often concluded that a teacher＇s control of classroom interaction greatly affected his/her students＇ response to classroom talk. Students as academic novices are often e...Prior studies on classroom discourse research often concluded that a teacher＇s control of classroom interaction greatly affected his/her students＇ response to classroom talk. Students as academic novices are often expected to accept the teacher＇s deposited knowledge for academic achievement in traditional school contexts. Given little attention being paid to their withdrawal of teacher＇s deposited knowledge for use as meaning-negotiation, this study observes one academically-irrelevant curriculum context----one free and non-compulsory adult Chinese class offered by one local Taiwan Residents government to its foreign residents--to know whether the students＇ motivation for responding to classroom talk is still affected much by the teacher＇s dominance of classroom talk. It employs Courtney Cazden＇s I-R-E （teacher-initiation, student-response, and teacher-evaluation） classroom talk model and Paulo Freire＇s banking education metaphor as theoretical frameworks to discuss the classroom power relations reflected on the students＇ withdrawal of the teacher＇s deposited knowledge. The findings show that when the students＇ academic achievement is not the instructional objective, the teacher＇s thematic control, affects the students＇ motivation for responding more than his/her control of classroom interaction. It concludes that a classroom talk highlighting the students＇ interest activates their participation and allows the instructor to gain access to the students＇ knowledge, values, attitudes, and perceptions.展开更多
文摘在英语学习中,Free talk是说的能力,书面表达是写的能力,二者互相联系又相互促进,要有机融合,才能促进英语水平的有效提高。一、初中英语书面表达现状。在初中英语质量检测中,学生词汇贫乏、句型单一、结构松散、逻辑混乱的问题普遍存在。第一,受母语的影响导致汉语式英语,类似“I by bike to school every day”的表达司空见惯。
文摘Code-switching between English and Chinese usually occurs in students' talk when they are involved in taking communicative language activities in college English class. This paper studies the situations in which students are likely to use codeswitching and analyzes it from the perspective of the mental world in Verscheren's Adaptation Theory. It shows that inadequate mastery of English language, cultural differences and the improper adjustment to context may lead to students' using of codeswitching. It also shows that the use of code-switching in students' talk adapts to students' cognitive elements and emotive elements as well.
文摘Based on Brown and Levinson's face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students' face to spark their motivation to participate in the interactive activities so as to develop their language control.
文摘In the process of L2 （second language） learning, students tend to meet the problem of interlanguage--a transitional language system existing between target language and learners＇ mother tongue, which will severely affect students＇ image of language. Teacher talk as a special language closely related to students＇ English learning, exerts unignorable influence on students＇ interlanguage. This paper will start from the analyzing four types of teacher talk, and go further to deal with the relationship of communicativeness in teacher talk and interlanguae. Then it ends by proposing some points that teacher talk should note.
文摘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.
文摘Language errors are significant in three respects： they tell the teacher what needs to be taught； they tell the researcher how learning proceeds； and they are a means whereby learners test their hypothesis about the second language（ Corder， S.P. 1967） Learning to swim， to play tennis， to type， or to read all involve a process in which success comes by profiting from mistakes， by using mistakes to obtain feedback from the environment and with that feedback to make new attempts which successively more closely approximate desired goals.However， getting the learners to communicate at all costs may cause the fossilization of language.
文摘Prior studies on classroom discourse research often concluded that a teacher＇s control of classroom interaction greatly affected his/her students＇ response to classroom talk. Students as academic novices are often expected to accept the teacher＇s deposited knowledge for academic achievement in traditional school contexts. Given little attention being paid to their withdrawal of teacher＇s deposited knowledge for use as meaning-negotiation, this study observes one academically-irrelevant curriculum context----one free and non-compulsory adult Chinese class offered by one local Taiwan Residents government to its foreign residents--to know whether the students＇ motivation for responding to classroom talk is still affected much by the teacher＇s dominance of classroom talk. It employs Courtney Cazden＇s I-R-E （teacher-initiation, student-response, and teacher-evaluation） classroom talk model and Paulo Freire＇s banking education metaphor as theoretical frameworks to discuss the classroom power relations reflected on the students＇ withdrawal of the teacher＇s deposited knowledge. The findings show that when the students＇ academic achievement is not the instructional objective, the teacher＇s thematic control, affects the students＇ motivation for responding more than his/her control of classroom interaction. It concludes that a classroom talk highlighting the students＇ interest activates their participation and allows the instructor to gain access to the students＇ knowledge, values, attitudes, and perceptions.
