Contents.docx

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