Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this g...Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this gap, the current research investigates interaction in EFL classrooms in middle schools in China in terms of： （1） the amount of teacher talk and interaction; （2） the type of teacher questions and teacher feedbacks; and （3） the amount and forms of meaning negotiation. The data set include observation records and observation reports of 140 naturally occurring lessons in middle schools in China. The findings reveal that there is not much interaction in EFL lessons in middle schools in western areas of China, which is shown by class time dominated by TTT （teacher talking time）, teacher questions and feedbacks that do not encourage students＇ responses and very little negotiation of meaning Possible causes are analyzed, and implications of this research for EFL teaching in China, teacher development and further research are also discussed展开更多
This study examines the academic performance and“engagement”of ethnic minority students at a leading university in southwest China.Results indicate that ethnic minority students have significantly lower grades,lower...This study examines the academic performance and“engagement”of ethnic minority students at a leading university in southwest China.Results indicate that ethnic minority students have significantly lower grades,lower class ranking,and have failed more courses than majority Han students.Results also show that the level of student–faculty interaction(SFI)for ethnic minority students is significantly lower than for Han students.Study results also indicate that average scores in coursework and student ranking among their cohorts are significantly,but weakly,correlated with SFI.The study concludes that SFI may have little influence on students’academic achievement itself,but would help students integrate into the college community,enabling a sense of belonging,which is a major factor in supporting academic success among ethnic minority students.展开更多
文摘Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this gap, the current research investigates interaction in EFL classrooms in middle schools in China in terms of： （1） the amount of teacher talk and interaction; （2） the type of teacher questions and teacher feedbacks; and （3） the amount and forms of meaning negotiation. The data set include observation records and observation reports of 140 naturally occurring lessons in middle schools in China. The findings reveal that there is not much interaction in EFL lessons in middle schools in western areas of China, which is shown by class time dominated by TTT （teacher talking time）, teacher questions and feedbacks that do not encourage students＇ responses and very little negotiation of meaning Possible causes are analyzed, and implications of this research for EFL teaching in China, teacher development and further research are also discussed
文摘This study examines the academic performance and“engagement”of ethnic minority students at a leading university in southwest China.Results indicate that ethnic minority students have significantly lower grades,lower class ranking,and have failed more courses than majority Han students.Results also show that the level of student–faculty interaction(SFI)for ethnic minority students is significantly lower than for Han students.Study results also indicate that average scores in coursework and student ranking among their cohorts are significantly,but weakly,correlated with SFI.The study concludes that SFI may have little influence on students’academic achievement itself,but would help students integrate into the college community,enabling a sense of belonging,which is a major factor in supporting academic success among ethnic minority students.
