The modern high school Chinese teaching model needs to further think and explore from the perspective of the students, pay close attention to the students' inner thoughts, and adopt scientific concept guidance to ...The modern high school Chinese teaching model needs to further think and explore from the perspective of the students, pay close attention to the students' inner thoughts, and adopt scientific concept guidance to help the students improve their Chinese literacy and reduce the pressure of learning. The application of the classroom interactive teaching model can break the shortcomings brought by the indoctrination teaching, guide the students to learn better from other people's views and ideas in the Chinese learning process, and make their own Chinese thinking more sound on the interactive platform, provide more reference and guidance for long-term learning, and realize personal breakthrough.展开更多
This paper examined the pedagogical employment of pauses in classroom interactions in EFL reading lessons in senior high school using a conversation analytic approach. The data for this study were collected from two E...This paper examined the pedagogical employment of pauses in classroom interactions in EFL reading lessons in senior high school using a conversation analytic approach. The data for this study were collected from two EFL classes at the same Chinese high school, each taught by a different teacher. The length and context of pauses naturally occurring in the whole lessons were analyzed in terms of reading lessons in EFL classrooms. Findings were as follows. Appropriately prolonged pauses combined with teachers' explicit interventions can enhance the quality and quantity of students' answers and promote their involvement, maximizing their learning opportunity. These results offer valuable insights for recommendations regarding classroom interactions for teaching reading in English lessons in senior high school.展开更多
This paper mainly takes the influence that the reform of university English teaching brings to the university English as a moment to study the college English classroom interaction problems under the multimedia enviro...This paper mainly takes the influence that the reform of university English teaching brings to the university English as a moment to study the college English classroom interaction problems under the multimedia environment, this paper mainly discusses types and features of the interaction, analyse the current situation of classroom interaction, so as to make suggestions for the teaching of college English classroom interaction.展开更多
The current study attempts to investigate learner-learner scaffolding in ESL classroom.Analyzing how learners providing scaffolding with each other,and presenting methods how to promote learner-learner scaffolding.In ...The current study attempts to investigate learner-learner scaffolding in ESL classroom.Analyzing how learners providing scaffolding with each other,and presenting methods how to promote learner-learner scaffolding.In this paper,discourse analysis methodology utilized to carry out the research.In the study,the data collected from the transcripts of audio and video- recorded interaction during lessons in ESL classrooms at advanced level.The finding indicated that effective scaffolding among learners can promote their metacognition.It is hoped that the present study can serve to raise teachers' awareness of the importance of learner-learner scaffolding in English language teaching and learning.展开更多
The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. T...The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.展开更多
In the present article, the author looks into several influential questions that are too often given insufficient emphasis in the classroom teaching and the following conclusions are reached through the research： （1...In the present article, the author looks into several influential questions that are too often given insufficient emphasis in the classroom teaching and the following conclusions are reached through the research： （1） Classroom is a behavior setting where students of different characteristics come to bring about desirable changes. Different strategies must be used to meet their needs; （2） Teachers are not just transmitters of knowledge; they must be an educator as well as a helpful person; （3） Students should be encouraged to communicate with teachers and their peers to achieve a conducive classroom climate.展开更多
This is a review of classroom interactions in the spring semester of the Introduction to Western Art History course.Given the extensive content coverage and tight schedule,as well as the experimental nature of the cou...This is a review of classroom interactions in the spring semester of the Introduction to Western Art History course.Given the extensive content coverage and tight schedule,as well as the experimental nature of the course,adjustments are made every year.To encourage students'participation and promote exchange of ideas,this year's lesson planning incorporated more interactive elements,which in retrospect can be categorized into four types:impromptu Q&A,preview-based checks,student generated questions,and collaborative artwork analysis.Each interaction method is demonstrated with specific examples.Overall,these initiatives successfully encouraged student engagement and crcated a more dynamic classroom atmosphere,though there remains significant room for further improvement.展开更多
Video in language teaching offers exciting possi-bilities to train learners’communicative competence.This article introduces five different techniques in us-ing video in the language class so as to bring about in-ter...Video in language teaching offers exciting possi-bilities to train learners’communicative competence.This article introduces five different techniques in us-ing video in the language class so as to bring about in-teraction between video,students and teacher.展开更多
Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK a...Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.展开更多
English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners h...English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.展开更多
At present,classroom instruction should be a self-regulated process and the learner who is self-motivated to explore problems and situations.For learning,the students are learning through the web as a source of knowle...At present,classroom instruction should be a self-regulated process and the learner who is self-motivated to explore problems and situations.For learning,the students are learning through the web as a source of knowledge,the learning environment should be shifted to a learner-centered rather than teacher-centered environment.Commerce education is to be directed towards mastery in its conventions and principles,towards thinking and solving problems in scientific ways,towards developing a positive outlook to the discipline at the higher secondary level.Attitude towards learning is associated with the academic performance of commerce-related tasks and improving achievement.It should be one of the basic features in designing effective commerce classroom instruction.In the present study,students’attitudes can be enhanced by using a blended learning instructional strategy targeting the variables of learner attitude towards learning of instructional transaction,learning task,classroom interaction,and assessment.The study employs pretest-posttest non-equivalence control group design under the quasi-experimental method.The sample consists of 80 students of standard XII,40 students each in the experimental group and control group.Statistical techniques of descriptive statistics,t-test,and Cohen’s d were used for comparing the pretest and posttest scores of attitude towards learning and measuring the effect size between experimental and control groups.The findings of the study showed that there is a significant difference in the mean posttest scores of attitude towards learning between the experimental group and control group and the blended learning instructional strategy is more beneficial in developing the attitude of higher secondary school students when compared to constructivist teaching strategy.展开更多
Shaping learner contributions(SLC)in teacher's verbal feedback as an essential aspect of classroom interactional com-petence(CIC)to encourage modified language output and negotiation for meaning has been considere...Shaping learner contributions(SLC)in teacher's verbal feedback as an essential aspect of classroom interactional com-petence(CIC)to encourage modified language output and negotiation for meaning has been considered as facilitative for SLA,yet less recognized.This study explores classroom discourse to understand teacher's talk in SLC from two Chinese EFL classrooms,aiming to provide suggestions for EFL classrooms to enhancelearning.By integrating the results fromclose analysis and IDLab,16 SLC feedback strategies have been elicited,such as scaffolding,extending wait-time,code-switching,etc.,most of which are con-sistent with previous studies except for a new discovery,termed as emphasizing knowledge,but it reveals thatthey are not always constructive with respect to CIC.Thus,this study contributes a significant role in helping teachers and teacher education adopt ef-fective teaching practices and in introducing the new thought of CIC into the Chinese EFL context.展开更多
Based on the research of teachers' feedback and politeness strategies, this study adopts the natural research method-classroom observation, and analyzes ten typical politeness strategies teachers widely use in giv...Based on the research of teachers' feedback and politeness strategies, this study adopts the natural research method-classroom observation, and analyzes ten typical politeness strategies teachers widely use in giving feedback to demonstrate how teachers improve the efficiency of classroom interaction by these strategies based on the collected data, aiming at giving inspiration to the use of teachers' politeness strategies to further improve English teaching and to develop students' competence in using English.展开更多
Meaning negotiation builds the connection that speakers communicate and cooperate.It is also the interaction to solve dif⁃ficulties in comprehension.By researching the problems of English classroom teaching,this paper...Meaning negotiation builds the connection that speakers communicate and cooperate.It is also the interaction to solve dif⁃ficulties in comprehension.By researching the problems of English classroom teaching,this paper finds the necessity and the ad⁃vantages of meaning negotiation between teachers and students that is compared with traditional classroom teaching.It makes sug⁃gestions on how teachers take teaching activities and introductory ways to make meaning negotiation work.展开更多
文摘The modern high school Chinese teaching model needs to further think and explore from the perspective of the students, pay close attention to the students' inner thoughts, and adopt scientific concept guidance to help the students improve their Chinese literacy and reduce the pressure of learning. The application of the classroom interactive teaching model can break the shortcomings brought by the indoctrination teaching, guide the students to learn better from other people's views and ideas in the Chinese learning process, and make their own Chinese thinking more sound on the interactive platform, provide more reference and guidance for long-term learning, and realize personal breakthrough.
文摘This paper examined the pedagogical employment of pauses in classroom interactions in EFL reading lessons in senior high school using a conversation analytic approach. The data for this study were collected from two EFL classes at the same Chinese high school, each taught by a different teacher. The length and context of pauses naturally occurring in the whole lessons were analyzed in terms of reading lessons in EFL classrooms. Findings were as follows. Appropriately prolonged pauses combined with teachers' explicit interventions can enhance the quality and quantity of students' answers and promote their involvement, maximizing their learning opportunity. These results offer valuable insights for recommendations regarding classroom interactions for teaching reading in English lessons in senior high school.
文摘This paper mainly takes the influence that the reform of university English teaching brings to the university English as a moment to study the college English classroom interaction problems under the multimedia environment, this paper mainly discusses types and features of the interaction, analyse the current situation of classroom interaction, so as to make suggestions for the teaching of college English classroom interaction.
文摘The current study attempts to investigate learner-learner scaffolding in ESL classroom.Analyzing how learners providing scaffolding with each other,and presenting methods how to promote learner-learner scaffolding.In this paper,discourse analysis methodology utilized to carry out the research.In the study,the data collected from the transcripts of audio and video- recorded interaction during lessons in ESL classrooms at advanced level.The finding indicated that effective scaffolding among learners can promote their metacognition.It is hoped that the present study can serve to raise teachers' awareness of the importance of learner-learner scaffolding in English language teaching and learning.
文摘The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.
文摘In the present article, the author looks into several influential questions that are too often given insufficient emphasis in the classroom teaching and the following conclusions are reached through the research： （1） Classroom is a behavior setting where students of different characteristics come to bring about desirable changes. Different strategies must be used to meet their needs; （2） Teachers are not just transmitters of knowledge; they must be an educator as well as a helpful person; （3） Students should be encouraged to communicate with teachers and their peers to achieve a conducive classroom climate.
文摘This is a review of classroom interactions in the spring semester of the Introduction to Western Art History course.Given the extensive content coverage and tight schedule,as well as the experimental nature of the course,adjustments are made every year.To encourage students'participation and promote exchange of ideas,this year's lesson planning incorporated more interactive elements,which in retrospect can be categorized into four types:impromptu Q&A,preview-based checks,student generated questions,and collaborative artwork analysis.Each interaction method is demonstrated with specific examples.Overall,these initiatives successfully encouraged student engagement and crcated a more dynamic classroom atmosphere,though there remains significant room for further improvement.
文摘Video in language teaching offers exciting possi-bilities to train learners’communicative competence.This article introduces five different techniques in us-ing video in the language class so as to bring about in-teraction between video,students and teacher.
文摘Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.
文摘English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.
文摘At present,classroom instruction should be a self-regulated process and the learner who is self-motivated to explore problems and situations.For learning,the students are learning through the web as a source of knowledge,the learning environment should be shifted to a learner-centered rather than teacher-centered environment.Commerce education is to be directed towards mastery in its conventions and principles,towards thinking and solving problems in scientific ways,towards developing a positive outlook to the discipline at the higher secondary level.Attitude towards learning is associated with the academic performance of commerce-related tasks and improving achievement.It should be one of the basic features in designing effective commerce classroom instruction.In the present study,students’attitudes can be enhanced by using a blended learning instructional strategy targeting the variables of learner attitude towards learning of instructional transaction,learning task,classroom interaction,and assessment.The study employs pretest-posttest non-equivalence control group design under the quasi-experimental method.The sample consists of 80 students of standard XII,40 students each in the experimental group and control group.Statistical techniques of descriptive statistics,t-test,and Cohen’s d were used for comparing the pretest and posttest scores of attitude towards learning and measuring the effect size between experimental and control groups.The findings of the study showed that there is a significant difference in the mean posttest scores of attitude towards learning between the experimental group and control group and the blended learning instructional strategy is more beneficial in developing the attitude of higher secondary school students when compared to constructivist teaching strategy.
文摘Shaping learner contributions(SLC)in teacher's verbal feedback as an essential aspect of classroom interactional com-petence(CIC)to encourage modified language output and negotiation for meaning has been considered as facilitative for SLA,yet less recognized.This study explores classroom discourse to understand teacher's talk in SLC from two Chinese EFL classrooms,aiming to provide suggestions for EFL classrooms to enhancelearning.By integrating the results fromclose analysis and IDLab,16 SLC feedback strategies have been elicited,such as scaffolding,extending wait-time,code-switching,etc.,most of which are con-sistent with previous studies except for a new discovery,termed as emphasizing knowledge,but it reveals thatthey are not always constructive with respect to CIC.Thus,this study contributes a significant role in helping teachers and teacher education adopt ef-fective teaching practices and in introducing the new thought of CIC into the Chinese EFL context.
文摘Based on the research of teachers' feedback and politeness strategies, this study adopts the natural research method-classroom observation, and analyzes ten typical politeness strategies teachers widely use in giving feedback to demonstrate how teachers improve the efficiency of classroom interaction by these strategies based on the collected data, aiming at giving inspiration to the use of teachers' politeness strategies to further improve English teaching and to develop students' competence in using English.
文摘Meaning negotiation builds the connection that speakers communicate and cooperate.It is also the interaction to solve dif⁃ficulties in comprehension.By researching the problems of English classroom teaching,this paper finds the necessity and the ad⁃vantages of meaning negotiation between teachers and students that is compared with traditional classroom teaching.It makes sug⁃gestions on how teachers take teaching activities and introductory ways to make meaning negotiation work.
