本论文探讨的目的是通过非英语系大学生大学英语精读课现场视频进一步了解教师如何将学生参与课堂讨论中,如何引导学生获得更多的认知发展。
Chapter one Introduction引言 The first chapter introduces the clear framework of this research and presents theresearch background, objectives and significance. 1.1 Research Background探讨背景 Currently studies of classroom interactions have generated wide interest in howteacher-student and peer-to-peer discourse promote students' active participationduring the instruction, especially in the field of Chinese English language teaching.Yet we have limited knowledge of how teachers regulate student participation inclassroom discussions and how this regulation affects students' cognitive development.Advancing this knowledge will increase our understanding of the nature of languageuse in educational settings and also contribute to our theoretical understanding of therelation between communication and collaborative learning (Baker, 2017).With the reform of college English teaching and the widely-spread teachingconcepts，the college English teaching's most important objective now turns toenhance communicative skills in the authentic language situation and to shifttraditional teacher-centered instruction to a new leamer-centered classroom. However,the fact in China is that the college English classes have more than forty students oreven more than sixty students. We all know that the fewer students the class have，英语论文题目，thebetter effects of language acquisition. With fewer learners, the teachers can spendmore time on each student so as to generate more opportunities to communicate witheach classmate. Therefore，it's not rare that some students are disappointed with theEnglish class and lose confidence in mastering the target language. The teachers, atthe same time, find it difficult and helpless to draw the students' attention in theclassroom instruction，and not to speak of involving students' in the classroominteraction.In EFL setting, College English class is based on the learning of target language，英语论文，aiming at increase the learner's ability in speaking, listening, writing and translating.In this degree, language has very crucial importance during the classroom instruction.The target language teachers used in the classroom is the main source for the learners.The language used in the classroom is not only the target language of the students butalso the medium of teaching，through which interactions between the teachers andlearners come into effect. In this sense, teacher talk，especially teacher's elicitationson students' learning can be considered as scaffolding to students. In the process ofteaching, teachers dominate the forms of their talk and the talking time, and adjustthem according to the practical communicative situation. Anton(]999) claims thatproviding more chances for them to exchange information and express themselveswill greatly benefit students' acquisition. During the instruction, students studylanguage knowledge and information from teachers by means of interaction andnegotiation of meaning. By drawing students into a social interaction, classroomcommunication promotes to build meaning, reflect on one's understanding, andco-construct new ideas. Classroom discourse scaffolds students' participation andcognitive development, and classroom interaction is an effective way to performinstruction, conduct knowledge assessment，and facilitate learning in the contentar |
