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A Study of the Interactive Features of English Classes in Vocational College

Author: YeWeiLing
Tutor: MaBoSen
School: Zhejiang University
Course: English Language and Literature
Keywords: Interactive Vocational English Teaching Turn Discourse structure Repeat
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 149
Quote: 0
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Abstract


Vocational reform requires students of social adaptability, improve students' practical ability, creative ability, employability and entrepreneurial skills. The interaction between teachers and students in the English classroom teaching is an important way to improve the ability of students. Often appear in Vocational Teaching teachers to sing the \This paper aims to use the session theoretical point of view, the current situation and countermeasures of study Vocational English classroom interaction. Classroom interaction is very important in the process of promoting English learning effect. Research on classroom interaction has always been an important issue in the research. View the interactive analysis of the research paradigm representative in the U.S. Harry (Marjorie Hall Haley), and the Austin (Theresa Y. Austin), \In this theoretical basis, described the situation of recent applications of interactive teaching and learning both in the classroom teaching stage. However, higher vocational English classroom interaction research also scarce. In classroom session is considered a strong association and interaction effect in teaching. However, we note that the Vocational English class, students take the initiative up to answer questions seldom. Visible, in Chinese Vocational teaching objective environment, some of these factors hinder the smooth progress of classroom interaction. In the case of the current emphasis on interactive teaching, the existence of these factors makes the effect of the Vocational English Teaching by a certain impact. Therefore, expand the analysis and study of the theoretical and practical significance of these factors, it is causing concern of the majority of teachers and researchers. In classroom session study belong to the scope of the spoken discourse analysis. Research paradigm from spoken discourse analysis point of view, the more representative in Sinclair (Sinclair) and Coulthard (Coulthard) on behalf of Birmingham and Sussex (Sacks) for the session on behalf of the United States School (CA). The former conversational structure while the latter is more emphasis on the social rules of the session and generate more attention to the session. In this article, we will use the basic methods of Conversation Analysis (CA) study on this issue. In this paper, the application of the five teachers of the English Department of Zhejiang Jiang Yuying Vocational and Technical College classroom recording, based on the theory of discourse analysis to analyze, through the questionnaire, we have found that teachers and students in the the Vocational English classroom in the strong interaction will. But by recording transcription analysis found that, in the session structure, \problem-solving abilities. In addition, in the analysis of Turn, Turn of teachers than the students much longer, students account for only one sixth of the session, the same students opening less. Analysis showed that the duplication to repeat verbal habits affect teachers, teachers repeat key terms highlighted and recognize students utilize the repeat to guide and stimulate students. Also, the time to wait to answer questions analysis, most teachers wait time is not enough, and did not give the students to think and opportunity to show themselves. Through the survey found, the the students session will on the one hand by teachers questioning approach, on the other hand, by the influence of other factors, for example, because of the influence of the Chinese culture and traditional classroom teaching, the students answer questions for fear and tension. Based on the above statistics, description and analysis of the corpus revealed the law governing the use of the of Vocational English classroom session in the session structure, Turn and repeat, and the time waiting for students to answer four levels. According to conversation analysis theory, pragmatic theory and communicative sociolinguistic theory proposed countermeasures.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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