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The Investigation and Analysis of Teacher Talk in Integrated English Course and Implications

Author: JiangMeng
Tutor: KangGuangMing
School: Shandong Agricultural University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Teacher talk Integrated Course Survey Analysis Revelation
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 94
Quote: 0
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Abstract

Teacher talk, a teacher in the classroom for the organization and engaged in teaching activities speech, it is an important means for teachers to teach students the main form of knowledge, ideological education teachers. Talking teacher does not necessarily make a good teacher, a good teacher must be talking. To learn to \The success of a lesson, has a great relationship with the organization of teacher talk. Classroom, teachers ideas, perspectives through classroom discourse students accepted, teaching content only by the perfect organization of teacher talk in order to achieve the desired teaching effect. In order to more effectively teach the knowledge, training students' language skills and rational organization of teaching, teachers should recognize the important role of the teacher talk, consciously concerned about the quality of classroom discourse, classroom discourse become a real art. In recent years, teachers, teacher talk is becoming one of the hot domestic linguists and teachers. The compulsory courses as a university student, college English class importance is self-evident. Research university English teacher classroom discourse in favor of training and career development of language teacher talk. Teachers through observation and analysis of the classroom discourse behavior of themselves and their colleagues, the behavior of rational behavior behind the concept of personal reflection, in order to improve classroom behavior, improve the professional level. In view of this, the research university English teacher classroom discourse, for improving the quality of teaching and to strengthen the construction of two qualified teachers have positive significance. In this paper, based on the theory of language domain theory and situational context study of College English Teachers' classroom discourse. First of all, described the research background, purpose and meaning, as well as the frame structure. Then, the definition of teacher talk, at home and abroad for the teacher talk of the sort. Then, as a support to the language domain theory and the theory of situational context, College English Teachers' classroom discourse analysis, specific case studies and research are two ways. On a case-by-case study of five English teachers, Shandong Agricultural University, College English Integrated Course recording and recording material for transcription. In the research, the authors of these five English teachers and 240 non-English majors questionnaires and semi-structured interview. By analysis of the recorded material and questionnaires, the author illustrates the type of discourse and the status quo of College English Teachers. On this basis, the authors point out that the revelation of the study of college English teachers. Finally, the author summarizes the results of this study, and the inadequacies of the research as well as for recommendations for further research in the future.

The Investigation and Analysis of Teacher Talk in Integrated English Course and Implications

Abstract

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