A Study on the Effects of English Teachers' Nonverbal Behavior on the Classroom Teaching in Higher Vocational College

The two main communications between the teacher and students in the classroom teaching are teachers' verbal and nonverbal behavior. The teachers teach students knowledge in words and convey a large amount of information using nonverbal behavior. These nonverbal behavior exert a subtle influence on the students, thus affect the classroom teaching. The English teachers' classroom nonverbal behavior in a higher vocational college in Gansu province was investigated through questionnaires. The results indicate that the teachers' behaviors affect the different aspects of students and then influence the effectiveness of teaching on English classroom teaching in higher vocational college.

Discoursal Features of Teachers＇ Instructional Discourse

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

The Relationship Between Teachers' Questions and Classroom Interactions in EFL Classroom

Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.

A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in English as Foreign Language Classrooms

Research on teacher talk has shown that many different teaching behaviors between native speaking teachers and nonnative speaking teachers may result from their different English proficiency.This paper aims to examine the differences between Australian English teachers(AETs)and Chinese English teachers(CETs)in language classrooms in terms of language use,linguistic complexity,linguistic variety.Two college teachers(one AET and one CET)were observed.Data were collected via classroom observation and analyzed by a qualitative research method.The findings revealed that there were certain differences in the above aspects.The results,therefore,have implications for language teaching.

A Study on Effect of Teachers' Questions on Classroom Interaction in EFL Classes

This paper aims to observe and analyze the effect of teachers' questions on the classroom interaction by means of IRF pattern.

Kinds and Levels of Questions Raised by EFL Teachers and 10th-Grade Students Through Classroom Interaction

The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.

Problems in Chinese Teachers＇ Instructional Discourse --From the Perspective of Authenticity

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.

A Narrative Research on Affordances for EFL Student Teachers＇ Learning-to-Teach Beyond the Classroom＊

To become a qualified EFL （English as a Foreign Language） student teacher who can take an English teaching job in primary or high school after graduation, he or she must learn and use teacher knowledge inside and outside the classroom. Adopting a narrative research, this paper discusses eight excellent EFL student teachers＇ perception of affordances for learning to teaching beyond the classroom based on the theories of affordance and niche. The results show that perceiving many affordances for learning to teach in their niches is of great significance for student teachers to improve their teaching competence. To make student teachers become qualified, we teacher trainers should not ignore the importance of leaming-to-teach beyond the classroom.

Curriculum Discourse and Foreign Language Teachers'Professional Development

The significance and status of the teachers'professional development make the education system and the society pay more and more attentions.The article elaborates the internal contact of curriculum discourse and teachers'professional development from a few respects such as the rationality of curriculum discourse,the long-term nature of the teachers'professional development and many factors affecting the teachers'professional development.The article also analyzes the external and internal factors influencing Tibet foreign language teachers'professional development,and puts forward the corresponding countermeasures in the light of these problems.

An Analysis of Senior High School English Teacher's Classroom Discourse: from the Perspective of CDA

The study of the English teachers' language in the L2 classrooms is a very important branch of discourse analysis. However, up till now, much of the research conducted has focused on the linguistic features of teachers' classroom discourse. In present study, a critical point of view is adopted to analyze the social and cultural aspects of the classroom discourse. With the help of CDA (critical discourse analy sis), the relationship between language, power and ideology is deeply explored.

Sociocultural Theory on Interaction between Teachers and Learners in a Second Language Classroom

This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.

Relationship between Teachers’Leadership and Classroom Climate in Chinese and Japanese Elementary School

The purpose of this study is to clarify the relationship between classroom climate and teachers’leadership through a comparison of Japanese and Chinese elementary school teachers.From this,exploring measures to improve the classroom climate.By creating a positive classroom climate,aiming to create a class that is free from bullying,school refusal,and school violence.184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’leadership and classroom climate.As the data analysis results,fostering Maintenance Behavior of teachers’leadership is effective in creating a positive classroom climate.The results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’leadership PM-type leads to an improvement in the classroom climate.

A Research on Different Classroom Questioning Strategies Between Chinese and Foreign EFL Teachers

The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.

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.

Vagueness in Teachers' Spoken Language

Politeness symbolizes human civilization,and is one of conduct codes of human beings.As a social activity,language use is subject to this code as well.Pragmatic vagueness is a common phenomenon in spoken discourse.Furthermore,it is an important strategy widely used in teachers' spoken language.Based on the politeness principle,this thesis explores the pragmatic vagueness by analyzing teachers' spoken discourse.Employing pragmatic vagueness in teacher's spoken language can smooth the relationship between teachers and students,and help teachers gain foremost effect on the education to their students.

Foreign Language Classroom Discourse Analysis

This paper reviews some works done to classroom discourse analysis and summaries some peculiarities of foreign language classroom discourse.Some strategies are proposed for the teachers to activate students into communicative teaching activities in classroom for the purpose of improving college English teaching and learning.

A Study on the Classroom Discourse of College "Comprehensive English "

Aiming at finding out some typical features of classroom discourse of the CE classrooms in China context so as to be of assistance to college English majors and their teachers, the present study, by following a four-part process of Recording, Viewing, Transcribing and Analyzing, has made some detailed study on the classroom discourse of several top-quality Comprehensive English classes. And finally, the features of those selected top-quality CE classes and their implications can be described in this paper.

Whether Contexts Affecting TESOL Teachers

This article aims to verify whether contextual theories affect TESOL teachers in Chinese local classrooms via observing three different English teachers’classroom behaviors by using qualitative method.The findings indicate that three major aspects usually affect English teachers:(1)The teacher’s education context affects their TESOL classroom contexts;(2)The institution’s requirements affect the teacher’s classroom contexts;(3)The spirit of quality-oriented education from the New National Stan dards for English influences the classroom contexts,which have proved the context theories.

An Overview of Overseas Research on Teacher Immediacy from the Perspective of Teachers

As one of the influential teacher communication behaviors, teacher immediacy has received scholars ' attention in the field of classroom communication over the past three decades. Considerable overseas research has investigated the characteristics of successful teacher immediacy and possible factors which may affect or be affected by teacher immediacy from the perspective of improving teaching effectiveness, while there is little domestic research on this aspect. An introduction and a discussion of related teacher immediacy research abroad are given to offer some suggestions for domestic research in this field.