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Investigating Successful Teachers’ Talk in College English Classroom-a Case Study

Author: YangRongRong
Tutor: ZhangYiNa
School: Nanjing Normal University
Course: English Curriculum and Pedagogy
Keywords: English Teacher Talk Teacher questions Teacher feedback
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 574
Quote: 4
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Discourse of teachers and scholars at home and abroad most studies focus on language input as all the various features, but the role of teacher and classroom discourse in the form of interactive features in the domestic foreign community has not yet attracted sufficient attention. And with the implementation of the new program of English, recently carried out a number of foreign language profession meaningful attempt to appeal \Therefore, the requirements of the new program, the teachers will also have to reform discourse. For these reasons, this study will five outstanding college English classroom discourse to conduct a comprehensive quantitative and qualitative analysis of the system. Through their interaction characteristics of classroom discourse investigation and analysis to help teachers understand what type of classroom discourse is more conducive to students' language acquisition. This study selected the five universities in Nanjing three college English teachers. This five students and teachers have gained acclaim counterparts, and many times in all kinds of teaching contest winners. Moreover, these five classes taught by teachers in student achievement are also generally higher than that of similar schools where their students. Through the observation of their classroom teaching process, video and text material into the way their teachers discourse reflects the characteristics of the five aspects of inductive analysis, these five areas is the amount of teacher talk, teacher questions, interactive adjustment way, teacher feedback and correction methods. Meanwhile, the study also through questionnaires to any of these five teachers conducted a survey of students in the class, trying to record from another point of view the analysis results provide evidence. Results of the questionnaire and video analysis reveals two sets of data together outstanding college English teachers discourse characteristics, its findings are as follows: (a) the amount of teacher talk is far less than the amount of student discourse; (2) teachers use in the classroom referential questions frequently than display questions; (3) in the event of communication difficulties, the teacher is to identify the most commonly used verification; (4) classroom performance of teachers to students to make the feedback, all teachers are using positive feedback , and praise will give the corresponding comment. Error treat students, teachers generally take immediate corrective measures, teachers expect students to self-correct in the most frequently used. Based on the above findings and relevant research results at home and abroad, this study also proposes a number of teacher talk about how to improve the proposal: (1) change the traditional teaching mode, from \And as a teacher, it should change their role in the classroom. (2) To enhance teachers' sensitivity to their classroom discourse, carefully design their own classroom discourse. (3) through a rational way to encourage students to ask questions more use of the target language. (4) encourage the negotiation of meaning. (5) reasonably made on students' classroom performance feedback. More use of praise, encouragement and other positive feedback. And through the student a reasonable error handling, for students to create a relaxed classroom environment, and enhance their motivation to help promote students' language acquisition.

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