Developing Interaction Via CMC: A Case Study of Chinese Studentsâ€™ Discourse On Bulletin Board System. JIANG Yaoyi Beijing Forestry University. Overview. 1. Why are they â€˜ reticent â€™? 2. Why CMC may help? 3. How do they interact in CMC? 4. Reticence or Active interaction? And why?.
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JIANG YaoyiBeijing Forestry University
The questions and activities—— purposeless and non-authentic
(partly quoted from Cortazzi and Jin, 1996: 189)
The tasks with audiences---active interaction
The tasks without audiences--- less interaction
“a means to share the teacher’s authority” (Colomb and Simutis, 1996: 211)
is not important
A Chinese EFL classroom
A CMC EFL environment
Face & Modesty
time of registration）： 3003－10－31
The interface of message page of EO
2003-11-31 04:25 PM TONGUE TWISTER I'd drive five miles on Friday night to see a fight that I like. 星期五晚上我要开车五公里去看我喜欢的一场搏斗。 You know I know that you know. I know that you know that I know. 你知道我知道你知道。我知道你知道我知道。 A fat man sat on a black cat and the black cat was squashed flat, for the man was mad. 一个胖子坐在一只黑猫身上，这只黑猫被压扁了，因为这个人发疯了。 Farmer Barnes goes to market in a car, and drives many a hard bargain buying and selling calves. 农民巴恩斯坐车去集市上为了买卖小牛而讨价还价，费尽口舌。 To run and play under the sun is fun. When your work is done, come out in the sun and have some fun. 在阳光下追逐嬉戏非常有趣。当你的工作完成后就赶快到阳光下尽情地玩儿
b. 11 students, including 3 non-participants, were interviewed
responding messages: 823
Teacher- initiated: 41
Proportion of different category of EO messages
Total number of students that registered on EO: 1134
Total number of messages: 976
1) Anxiety and Face problem still exist.
2) Unsatisfactory writing feedback
3) Learners’ need
4) Quality of English language
5) Lost in the learner-centred EO
6) Teacher’s role.
a. changeable Q&A time
b. late feedback
c. limited coverage of content