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Teachers’ Language and Classroom Interaction. Harbin Institute of Technology Foreign Language College Zhao yuqin Meng Xuemei. 《 水知道答案 》. 《 水知道答案 》 是 一本与 《 时间简史 》 同样神奇的科普 读物。本书用 122 张前所未见的水结

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teachers language and classroom interaction

Teachers’ Language and Classroom Interaction

Harbin Institute of Technology

Foreign Language College

Zhao yuqin Meng Xuemei

slide2
《水知道答案》
  • 《水知道答案》是
  • 一本与《时间简史》
  • 同样神奇的科普
  • 读物。本书用122
  • 张前所未见的水结
  • 晶照片,向世人展
  • 示了一项独一无二的科
  • 学观察:水能听,水能
  • 看,水知道生命的答案!
slide4
爱与感谢
  • 当水“看”到“爱与感谢”时,会呈现出几乎接近完美的结晶,让人们联想到“爱”与“感谢”本是宇宙存在与人际关系的基本原则,美好的情感与心念会对世界产生有益的影响,所以,我们更应该多一些“爱与感谢”。这也回答了“世界为什么需要赞美”的疑问。
slide6
《水知道答案》
  • 研究员进而在装水的瓶壁上贴上不同的字或照片让水“看”,看到"谢谢"两个字的水结晶,非常清晰地呈现出美丽的六角形;而看到"浑蛋"两个字的水结晶,像听到重金属音乐的水那样,破碎而零散。
slide7
《水知道答案》
  • 这项震惊世界的实验由日本研究水结晶的I.H.M综合研究所的江本胜博士主持,已进行了10年。所有的这些风姿各异的水结晶照片都是在零下5度的冷室中以高速摄影的方式拍摄而成.
i introduction
I. Introduction
  • 1.The connotation of the teacher’s language
  • Teachers’ language refers to the use of the language, the target language of learner, adopted by the teacher English teachers’ language includes classroom English, instruction English, teacher-student interaction language and the language of teachers’ modification.
  • English teachers’ language is used to instruct language communication and organize classroom activities.
  • In class teachers’ language can be divided into two types: content language and medium language
  • Teachers’ language is most powerful, even magic.
slide9
2.Interactionprinciples:
  • Automaticity:
  • Intrinsic motivation:
  • Strategic investment:
  • Risk-taking:
  • Interlanguage:
  • Teachers’ language and interaction in EFL classroom
slide10
3. Psychological Factors and ETL
  • According to Noam Chomsky, Universal Grammar in each person’s brain enables him or her to acquire language from birth. “ Their motive, needs, attitudes and emotional state filter what they hear and therefore affect the rate and quality of language learning ” (Davis, 2002:139~143).
  • Performances with self-confidence and good self-image tend to do better in SLA and low anxiety appears to be conductive to SLA, whether measured as personal or classroom anxiety (Krashen, 1981).
  • English teachers’ language could positively affect students’ motivation, extrinsic or intrinsic. Appropriate teachers’ language can inspire the learners’ expectancy, interests and motivation; on the other hand, some learners can also be affected by the negatively by teachers’ language.
slide11
4. Turn - taking and ETL
  • Another reason causing the problem of the teacher-dominant class is the turn taking of pragmatics in EFL teachers’ language.
  • The classroom has very ordered turn taking under the control of the teacher, and pupils rarely speak out of turns.
ii the study
II. The study
  • Class observation of teachers’ language:
  • Ten English teachers from Harbin Institute Technology are observed during their English class. All of them are chosen randomly.
  • The survey
  • 102 EFL first-year students from Harbin Institute of Technology were asked to write a composition on the topic of “The Effect of Teachers’ Language on My performance in class”.
iii discussion
III. Discussion
  • EFL classroom is teacher-centered
  • The teachers and learners in classroom communication are unequal
  • teachers are regarded as Their language in the classroom authorities
  • The classroomlacks meaningful interaction between teachers’ language and learner output.
iv suggested strategies for promoting interaction in efl classroom
IV. Suggested Strategies for promoting Interaction in EFL Classroom
  • Strategies for Breaking Students’ Silence
  • Strategies for Treating Students’ Anxiety
  • Strategies for Treating Students’ Self-esteem
  • Strategies for Treating Students’ Errors
v summary
V. Summary
  • These strategies may help EFL teachers attach more attention on teacher-student interaction and provide opportunities, or arouse their interests, motivation, self-reflective awareness so that they can conduct their own classroom researches to solve the problems in their class.
slide16
注: 本文是根据2004年硕士毕业论文整理完成的,在此感谢我的导师王桂芝教授,指导教师贾玉新教授,李小红教授,刘长远教授.
  • 目前,又申报了黑龙江省教育厅新世纪高等教育教学改革工程项目,周华,王彬宏,朱晓辉老师做了大量的工作.
  • 本文并不仅是个人的研究成果, 是集体智慧的结晶,在此向他们的努力工作表示衷心的感谢.