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
Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the d...Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.展开更多
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Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.
