关于浅谈TalkTeacher试述Talk试述and试述Foreign试述Language试述Learning论文库

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浅谈TalkTeacher试述Talk试述and试述Foreign试述Language试述Learning论文库

论文预读:lyses teacher talk and argues that teacher talk is the most significant external factor in foreign language learning even in a communicative interaction model. The characteristics of foreign language learning determines that the learning might not occur in a naturalist setting due to lack of linguis浅谈TalkTeacher试述Talk试述and试述Foreign试述Language试述Learning论文库

  Abstract. This paper tends to analyses teacher talk and argues that teacher talk is the most significant external factor in foreign language learning even in a communicative interaction model. The characteristics of foreign language learning determines that the learning might not occur in a naturalist setting due to lack of linguistic environment. Therefore, the task how to encourage student to involved in the classroom communication falls on the teacher. However, this does not mean to decrease teacher talk to a smallest proportion. Simply decrease teacher talk is impractical in foreign language. The disadvantage of teacher talk in a traditional teacher-dominant classroom attributes to the low quality of it. Appropriate teacher talk with high quality can facilitate foreign language learning. Effective teacher talk is characterized by using more referential questions and positive feedback and properly reacts to students' errors, with which communicative classroom interaction between teachers and students could take place.

  Key words: teacher talk, classroom communicative interaction, foreign language learning, teacher question, feedback, effectiveness

  Introduction

  Although it is said that real meaningful learning could only occur when learners are actively involved in, appropriate input is very important for language learning as a necessary external factor. According to interactionist view, language acquisition is the outcome of t

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he dynamic interplay between external and internal factors. However, foreign language learning occurs in classroom setting is quite different from SLA (second language acquisition) in a naturalist way. It is characterized by its seldom using of the TL (target language) outside classroom due to lack of linguistic environment, which is especially conspicuous in China.

  Therefore, teacher talk and classroom interaction is the major variable affecting foreign language learning. It has been proved that successful outcomes may depend on the type of language used by the teacher and the type of interactions occurring in the classroom (Ellis, 2000). There will be language interaction in any classroom activities; even they are limited in language form. Teacher talk in language classroom is not only a medium of instruction but also a necessary input. Thus classroom teaching can be conceived of an interaction (Allwright, 1984) to facilitate language leaning through two ways: one is to supply the learner with comprehensible input; the other is to encourage the learner to talk in TL.

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  2. Quantity & Quality

  To construct an active classroom interaction at present time parallels communicative teaching approach; simply speaking, that is a language teaching approach focusing on the communicative nature of language to elicit student talk in order to develop learners' communicative competence. However, to apply communicative teaching does not mean to increase student talk and decrease teacher talk.

  Flander (1970) reveals a characteristic of classroom talk known as "two-third rule":

  a) For about two-third of the time someone is talking;

  b) About two-third of this talk is the teacher's

  c) About two-third of the teacher's talk consists of lecturing or askin

论文随机片段:k.  Flander (1970) reveals a characteristic of classroom talk known as "two-third rule":  a) For about two-third of the time someone is talking;  b) About two-third of this talk is the teacher's  c) About two-third of the teacher's talk consists of lecturing or askin1 2 3 4 下一页