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Contents.docx

1、ContentsContentsAbstract.2Introduction.3I. The Definition of Teacher Talk .3A. Interpretation of Teacher Talk .4B. Concrete Forms of Teacher Talk.41. Explanation42. Organization of Teaching Process.43. Asking Questions44. Feedback.4II. The Present Situation of Teacher Talk in ET Classroom4A. Teacher

2、 Controlling the Right to Speak.4B. Not Sufficiently Standardized.4C. Out of Balanced Bilingual Teaching.5D. Teacher Ignoring the Emotional Exchange of Students, Dull and Tense Classroom Atmosphere.5III. Ways to Improve Teacher Talk in ET Classroom of Middle School.6A. Improving Teacher-student Inte

3、raction, Eliminating Teachers Hegemony.7B. Standardizing Teacher Talk, and Striving to Correct, Accurate, Appropriate.7C. Balancing the Proportion of Bilingual Words in English Classroom.7D. Changing a Single Model, Reducing Anxiety and Feelings of Students.7Conclusion.8Notes.9Bibliography10Acknowle

4、dgements.11Abstract: Research shows teachers speaking less so involves students more. So English teacher talk determines to some extent whether the teaching is successful or not. After giving a brief introduction to teacher talk in English class, this paper analyzes the possible factors that affect

5、teacher talk. It then suggests some im- provements of teacher talk in order to better our teaching methodology.Key Words: teacher talk; English teaching; middle school摘要:研究显示在语言课堂学习中教师话语量减少、学生交流增加;教师提问中参阅式问题增多;加强意义协商和交流的反馈增多;同时教师提问时,等候学生回答的时间延长。以上教师话语策略的运用可以为学习者提供更多的语言实践和语言习得的机会。在某种程度上教师话语决定了教学的成功与否

6、。该文以英语课堂上的教师话语为例,分析了可能影响教师话语的因素。在文章中提出了几点有益于教学的几点建议。关键词:教师话语;英语教学;中学On Teacher Talk in the English Classroom of Middle SchoolIntroductionMany researchers have analysed teacher talk in many aspects. This thesis focuses on the present situation of teacher talk and give some suggestions.I. The Definiti

7、on of Teacher Talk.Teachers role is corresponding with the functions of TT. The role of being an instructor decides on non-communicative function of TT while only communicative function of TT can meet the demand of a teachers role as a participant in class interaction. So teachers role is another fa

8、ctor in TTs institutional context. “According to Harmer, a language teachers potential roles will be”1:A. As controller of everything that goes on in the classroom. He controls not only what students do, but when they speak and what language they use;B. As manager, organizing the activities;C. As as

9、sessor, giving feedback and advice, as well correcting and grading;D. As participant (co-communicator) in an organized activity such as debate or role play;E. As prompter to encourage students to participate or make suggestions about how to proceed in an activity;F. As resource, that is a source of

10、language and knowledge;G. As instructor, actually teaching the new language points and training students in language kills.It is quite obvious that a teacher plays multiple roles in class. Additionally, there are some more points worth noticing. Firstly, in communicative language teaching, the teach

11、er is a facilitator of students whose role is less dominant than in a “teacher-centered method”.1Secondly, the role of the teacher changes following the aims of the class. The teacher may function more as a controller if he is mainly doing presentation of new language points, whereas he is more of a

12、 resource or prompter or participant once a communicative activity starts. Thirdly, many things a teacher does in class may not belong to a single one role. The teacher may function as a prompter, an organizer, or a controller at the same time.A. Interpretation of Teacher TalkTeacher Talk means the

13、speeches that the teacher uses to speak to students when the teacher undertakes the task in the foreign language teaching. B. Concrete Forms of Teacher Talk 1. ExplanationIt is very important to explain in English Classroom of Middle School. Teacher, as a director, is to convey knowledge. So they mu

14、st try their best to explain clearly and students can understand easily.2. Organization of Teaching ProcessOne of the teachers roles in the ET classroom is to be an organizer, a part of the teacher talk in the ET classroom is related to classroom management.3. Asking QuestionsAfter asking a question

15、, its important for the teacher to wait for a moment. during the wait time, teacher talk plays a very important role.4. FeedbackTeacher talk in the ET classroom in order to instruct to manage the classroom, and to give feedback on the students performance as well.II. The Present Situation of Teacher

16、 Talk in ET Classroom.A. Teacher Controlling the Right to Speak.At present, a lot of ET classrooms take the traditional way -“Teacher-centered” to teach Middle school students, teacher takes up the leading position, and students passively accept a great deal information from teacher. Thus students h

17、ave little opportunity to take part in classroom activities, also they can not communicate with teacher, this kind of class lacks real communication, and students can not get information which they really understand, which is not conducive to language learning. B. Not Sufficiently Standardized.Some

18、teachers lack of appropriate language to teach students, teachers words are relatively simple, and sometimes teacher asks unreasonable questions. In our country, many English teachers are Chinese people, and their language ability is not possible to achieve the level of those people who speak Englis

19、h as their mother tongue. So when they can not find proper English words or explain some abstract nouns, they will tend to use Chinese, there will appear “chinglish” and frequent mistakes in word use.In English classroom, teacher talk occupied most of the time, but the words constitutes relatively s

20、imple, and mainly explain words, phrases, sentences, grammar and translation. What the teacher often used is paraphrase, example and grammar, they did not consider the quality of language, lack of variety and interest. Students attention was concentrated on textbook. C. Out of Balanced Bilingual Tea

21、ching.English teachers teaching involve two languages-target language and native language. In some ET classrooms, teacher explain language points in English, includes abstract terms, grammar and some concepts. While in some ET classrooms, teacher almost use Chinese to explain words, phrases, and so

22、on. They did not combine these two languages. D. Teacher Ignoring the Emotional Exchange of Students, Dull and Tense Classroom Atmosphere. “Gal found that it will take more than half of the class to exchange ideas between students and teacher in some classrooms. Therefore teacher should pay attentio

23、n to the way they asking questions.”2 In English class, teacher shows more display questions than referential questions. If teacher gives some questions which students can easily get answers, thus classroom talk will be stiff and unpractical. In addition, in some cases, some teachers find the class

24、time is limited, so when they give questions, they often do not give students enough time to think about and they give the answers immediately.This will deprive students to grasp questions and find disturbance of understanding. Students and teacher communicate through language, after communication,

25、teacher can know how students understand what they have learnt. If the teacher always control the contents and procedures, there will be unequal communication.The view teacher and students hold on mistakes seems to determine what they do with mistakes, the correction of mistakes, and their learning

26、of the language in general. A rather traditional view of mistakes will be that teachers consider mistakes to be an erring from students side which should be corrected immediately and exhaustively. They consider errors something to be avoided, something “wrong” or “bad”. Consequently, students learn

27、from them that making mistakes is a necessary evil. With this viewpoint of mistakes, teachers tend to stress accuracy instead of on fluency. But a much more developmental view on of mistakes will be to treat mistakes as the development of language skills and learning steps to students and an inevita

28、ble part of learning. This is a very “student-centered point of view”3 and to teachers making mistakes sounds very normal and natural. The teachers role thus becomes more than just pointing out problems, but instead the teacher should encourage the students to enrich their language learning and take

29、 more learning steps. Correction of mistakes should therefore not aim at achieving perfect accuracy regardless of what ideas the students express, but on the contrary, correction of mistakes should be seen as giving information, feedback and support to the students learning, with full respect for th

30、e communication they have established. Once both teacher and students have acquired this attitude towards mistakes and correction, learning steps will truly be perceived as positive steps in the process of learning, and the rather negative attitude towards mistakes can hopefully be eliminated.III. W

31、ays to Improve Teacher Talk in ET Classroom of Middle School.Investigating the amount, property, and delivery of teacher talk, we find that teachers speak too much, which overshadows the students opportunity to speak, with little variation, which confines “the students range of language contact and imitation; with bad timing, which dampens the studen

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