Contents.docx
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Contents.docx
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Contents
Contents
Abstract……………………………………………………………………………..2
Introduction………………………………………………………………………..3
I.TheDefinitionofTeacherTalk…………………………………….............3
A.InterpretationofTeacherTalk.………………………………………………….4
B.ConcreteFormsofTeacherTalk………………………………………………....4
1.Explanation…………………………………………………………………………4
2.OrganizationofTeachingProcess...………………………………………………...4
3.AskingQuestions……………………………………………………………………4
4.Feedback.……………………………………………………………………………4
II.ThePresentSituationofTeacherTalkinETClassroom……………4
A.TeacherControllingtheRighttoSpeak..………………………………………..4
B.NotSufficientlyStandardized…………………………………………………….4
C.OutofBalancedBilingualTeaching...…………………………………………...5
D.TeacherIgnoringtheEmotionalExchangeofStudents,DullandTenseClassroomAtmosphere….…………………………………………………………...5
III.WaystoImproveTeacherTalkinETClassroomofMiddleSchool....……………………………………………………………………………..6
A.ImprovingTeacher-studentInteraction,EliminatingTeacher’sHegemony….7
B.StandardizingTeacherTalk,andStrivingtoCorrect,Accurate,Appropriate..7
C.BalancingtheProportionofBilingualWordsinEnglishClassroom..………...7
D.ChangingaSingleModel,ReducingAnxietyandFeelingsofStudents……….7
Conclusion………………………………………………………………………….8
Notes………………………………………………………………………………....9
Bibliography………………………………………………………………………10
Acknowledgements……………………………………………………...............11
Abstract:
Researchshowsteachers'speakinglesssoinvolvesstudentsmore.SoEnglishteachertalkdeterminestosomeextentwhethertheteachingissuccessfulornot.AftergivingabriefintroductiontoteachertalkinEnglishclass,thispaperanalyzesthepossiblefactorsthataffectteachertalk.Itthensuggestssomeim-provementsofteachertalkinordertobetterourteachingmethodology.
KeyWords:
teachertalk;Englishteaching;middleschool
摘要:
研究显示在语言课堂学习中教师话语量减少、学生交流增加;教师提问中参阅式问题增多;加强意义协商和交流的反馈增多;同时教师提问时,等候学生回答的时间延长。
以上教师话语策略的运用可以为学习者提供更多的语言实践和语言习得的机会。
在某种程度上教师话语决定了教学的成功与否。
该文以英语课堂上的教师话语为例,分析了可能影响教师话语的因素。
在文章中提出了几点有益于教学的几点建议。
关键词:
教师话语;英语教学;中学
OnTeacherTalkintheEnglishClassroomofMiddleSchool
Introduction
Manyresearchershaveanalysedteachertalkinmanyaspects.Thisthesisfocusesonthepresentsituationofteachertalkandgivesomesuggestions.
I.TheDefinitionofTeacherTalk.
Teacher’sroleiscorrespondingwiththefunctionsofTT.Theroleofbeinganinstructordecidesonnon-communicativefunctionofTTwhileonlycommunicativefunctionofTTcanmeetthedemandofateacher’sroleasaparticipantinclassinteraction.Soteacher’sroleisanotherfactorinTT'sinstitutionalcontext.“AccordingtoHarmer,alanguageteacher’spotentialroleswillbe”1:
A.Ascontrollerofeverythingthatgoesonintheclassroom.Hecontrolsnotonlywhatstudentsdo,butwhentheyspeakandwhatlanguagetheyuse;
B.Asmanager,organizingtheactivities;
C.Asassessor,givingfeedbackandadvice,aswellcorrectingandgrading;
D.Asparticipant(co-communicator)inanorganizedactivitysuchasdebateorroleplay;
E.Aspromptertoencouragestudentstoparticipateormakesuggestionsabouthowtoproceedinanactivity;
F.Asresource,thatisasourceoflanguageandknowledge;
G.Asinstructor,actuallyteachingthenewlanguagepointsandtrainingstudentsinlanguagekills.
Itisquiteobviousthatateacherplaysmultiplerolesinclass.Additionally,therearesomemorepointsworthnoticing.Firstly,incommunicativelanguageteaching,theteacherisafacilitatorofstudentswhoseroleislessdominantthanina“teacher-centeredmethod”.1Secondly,theroleoftheteacherchangesfollowingtheaimsoftheclass.Theteachermayfunctionmoreasacontrollerifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompterorparticipantonceacommunicativeactivitystarts.Thirdly,manythingsateacherdoesinclassmaynotbelongtoasingleonerole.Theteachermayfunctionasaprompter,anorganizer,oracontrolleratthesametime.
A.InterpretationofTeacherTalk
TeacherTalkmeansthespeechesthattheteacherusestospeaktostudentswhentheteacherundertakesthetaskintheforeignlanguageteaching.
B.ConcreteFormsofTeacherTalk
1.Explanation
ItisveryimportanttoexplaininEnglishClassroomofMiddleSchool.Teacher,asadirector,istoconveyknowledge.Sotheymusttrytheirbesttoexplainclearlyandstudentscanunderstandeasily.
2.OrganizationofTeachingProcess
Oneoftheteacher’srolesintheETclassroomistobeanorganizer,apartoftheteachertalkintheETclassroomisrelatedtoclassroommanagement.
3.AskingQuestions
Afteraskingaquestion,it’simportantfortheteachertowaitforamoment.duringthe"waittime",teachertalkplaysaveryimportantrole.
4.Feedback
TeachertalkintheETclassroominordertoinstructtomanagetheclassroom,andtogivefeedbackonthestudentsperformanceaswell.
II.ThePresentSituationofTeacherTalkinETClassroom.
A.TeacherControllingtheRighttoSpeak.
Atpresent,alotofETclassroomstakethetraditionalway--“Teacher-centered”toteachMiddleschoolstudents,teachertakesuptheleadingposition,andstudentspassivelyacceptagreatdealinformationfromteacher.Thusstudentshavelittleopportunitytotakepartinclassroomactivities,alsotheycannotcommunicatewithteacher,thiskindofclasslacksrealcommunication,andstudentscannotgetinformationwhichtheyreallyunderstand,whichisnotconducivetolanguagelearning.
B.NotSufficientlyStandardized.
Someteacherslackofappropriatelanguagetoteachstudents,teacher’swordsarerelativelysimple,andsometimesteacherasksunreasonablequestions.Inourcountry,manyEnglishteachersareChinesepeople,andtheirlanguageabilityisnotpossibletoachievethelevelofthosepeoplewhospeakEnglishastheirmothertongue.SowhentheycannotfindproperEnglishwordsorexplainsomeabstractnouns,theywilltendtouseChinese,therewillappear“chinglish”andfrequentmistakesinworduse.
InEnglishclassroom,teachertalkoccupiedmostofthetime,butthewordsconstitutesrelativelysimple,andmainlyexplainwords,phrases,sentences,grammarandtranslation.Whattheteacheroftenusedisparaphrase,exampleandgrammar,theydidnotconsiderthequalityoflanguage,lackofvarietyandinterest.Students’attentionwasconcentratedontextbook.
C.OutofBalancedBilingualTeaching.
Englishteachers’teachinginvolvetwolanguages---targetlanguageandnativelanguage.InsomeETclassrooms,teacherexplainlanguagepointsinEnglish,includesabstractterms,grammarandsomeconcepts.WhileinsomeETclassrooms,teacheralmostuseChinesetoexplainwords,phrases,andsoon.Theydidnotcombinethesetwolanguages.
D.TeacherIgnoringtheEmotionalExchangeofStudents,DullandTenseClassroomAtmosphere.
“Galfoundthatitwilltakemorethanhalfoftheclasstoexchangeideasbetweenstudentsandteacherinsomeclassrooms.Thereforeteachershouldpayattentiontothewaytheyaskingquestions.”2InEnglishclass,teachershowsmoredisplayquestionsthanreferentialquestions.Ifteachergivessomequestionswhichstudentscaneasilygetanswers,thusclassroomtalkwillbestiffandunpractical.Inaddition,insomecases,someteachersfindtheclasstimeislimited,sowhentheygivequestions,theyoftendonotgivestudentsenoughtimetothinkaboutandtheygivetheanswersimmediately.
Thiswilldeprivestudentstograspquestionsandfinddisturbanceofunderstanding.Studentsandteachercommunicatethroughlanguage,aftercommunication,teachercanknowhowstudentsunderstandwhattheyhavelearnt.Iftheteacheralwayscontrolthecontentsandprocedures,therewillbeunequalcommunication.
Theviewteacherandstudentsholdon‘mistakes’seemstodeterminewhattheydowithmistakes,thecorrectionofmistakes,andtheirlearningofthelanguageingeneral.Arathertraditionalviewofmistakeswillbethatteachersconsidermistakestobeanerringfromstudents’sidewhichshouldbecorrectedimmediatelyandexhaustively.Theyconsidererrorssomethingtobeavoided,something“wrong”or“bad”.Consequently,studentslearnfromthemthatmakingmistakesisanecessaryevil.Withthisviewpointofmistakes,teacherstendtostressaccuracyinsteadofonfluency.Butamuchmoredevelopmentalviewonofmistakeswillbetotreatmistakesasthedevelopmentoflanguageskillsandlearningstepstostudentsandaninevitablepartoflearning.Thisisavery“student-centeredpointofview”3andtoteachersmakingmistakessoundsverynormalandnatural.Theteacher’srolethusbecomesmorethanjustpointingoutproblems,butinsteadtheteachershouldencouragethestudentstoenrichtheirlanguagelearningandtakemorelearningsteps.Correctionofmistakesshouldthereforenotaimatachievingperfectaccuracyregardlessofwhatideasthestudentsexpress,butonthecontrary,correctionofmistakesshouldbeseenasgivinginformation,feedbackandsupporttothestudents’learning,withfullrespectforthecommunicationtheyhaveestablished.Oncebothteacherandstudentshaveacquiredthisattitudetowardsmistakesandcorrection,learningstepswilltrulybeperceivedaspositivestepsintheprocessoflearning,andtherathernegativeattitudetowardsmistakescanhopefullybeeliminated.
III.WaystoImproveTeacherTalkinETClassroomofMiddleSchool.
Investigatingtheamount,property,anddeliveryofteachertalk,wefindthatteachersspeaktoomuch,whichovershadowsthestudents’opportunitytospeak,withlittlevariation,whichconfines“thestudents’rangeoflanguagecontactandimitation;withbadtiming,whichdampensthestuden
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