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Teacher-student Interaction in Junior High EFL Classrooms: A Contrastive Case Study of Triadic Dialogue

Author: QinLiBo
Tutor: LiuYongBing
School: Northeast Normal University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Interactive Classroom Discourse Question - Answer - Feedback Social and cultural theory Regional differences
CLC: G633.41
Type: Master's thesis
Year: 2010
Downloads: 436
Quote: 0
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Abstract


English teaching in China has long been bound for the examination system , resulting in the English classroom is often based on the teacher-centered , passive students . In order to improve the quality of English teaching , the Ministry of Education, a series of teaching reform and revision of the English curriculum standards , pointed out that the stage of basic education in English overall objective of the course is to develop students' comprehensive ability to use . However , China's urban-rural dual structure led to the development of urban and rural education is extremely unbalanced ; same time , the long - term English language teaching in primary and secondary schools to the neglect of domestic scholars , the study of the teaching situation in rural areas is even more weak . In order to understand the status quo of the stage of basic education English class , especially the differences between urban and rural schools , by analyzing the questions - answer - feedback ( IRF ) structure of classroom sessions , six teachers from different schools in urban and rural areas classroom teacher-student interaction was research . Vygotsky's socio-cultural theoretical framework , I transfer data ( includes a total of 6 units , each teacher unit ) quantitative and qualitative analysis reveals the different structure of the classroom teacher-student interaction in urban and rural areas in the third form and function , and at the same time demonstrated how teachers choose to start , then step-by-step and follow-up , then step fundamentally affect students' participation . The results show that urban secondary school teachers through the use of referential questions arouse students' opinion and speculation , while positive comments on the student's response , and certainly the student 's contribution in the process of knowledge to build , thereby enhancing the participation of students in the interaction . extent , and therefore increase learning opportunities for students ; contrast , secondary school teachers in rural areas more display questions , ignoring the role of students in the knowledge to build , thus impeding the participation of students in the interaction , thereby reducing the learning opportunities for students . These findings highlight the unfair to the urgency of classroom interaction, teachers authenticity , take seriously the importance of the role of students in the knowledge to build , while also reflecting a decrease or eliminate education due to regional differences .

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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