英语课堂互动的重要性.docx

英语课堂互动的重要性.docx

《英语课堂互动的重要性.docx》由会员分享，可在线阅读，更多相关《英语课堂互动的重要性.docx（27页珍藏版）》请在冰点文库上搜索。

英语课堂互动的重要性

OntheImprovementofEFLClassInteraction

By

YuPuyu

ADissertationSubmittedinPartialFulfillmentofthe

RequirementfortheDegreeofBAin

EnglishEducation

GuangdongUniversityofForeignStudies

March,2010

DECLARATIONS

Thepapercontainsnomaterialwhichhasbeenacceptedfortheawardofanyotherdegreeordiplomainanyinstitutionsofhigherlearning.Tothebestofmyknowledgeandbelief,itdoesnotcontainanymaterialpreviouslypublishedorwrittenbyanotherperson,exceptwhenduereferenceismadeinthetextofthethesis.

Signed:

Date:

ACKNOWLEDGEMENTS

Firstandforemost,IwouldliketoshowmydeepestgratitudetomysupervisorMs.LiXiaozhenforhercontinuousguidancefromthepreparationofthisthesistothecompletion.Shedevotedmuchofherprecioustimereadingandpolishingmythesis.Withoutherenlighteninginstruction,impressivekindnessandpatience,Icouldnothavecompletedmythesisinsuchadesirableway.

Moreover,myheartfeltgratitudealsogoestoMr.DongJinwei,HeDesheng,andmanyotherteachersforthisseniorinternshipprogramfromGuangdongUniversityofForeignStudies,mainlyfortheirpersistentguidanceandwillingnessofsharingtheirpreciousteachingexperience.Nottomention,IshallextendmysincereappreciationtoteachersandstudentsfromShenzhenForeignLanguageSchoolandthosewhoparticipatedthisstudywithgreatcooperation.

Lastbutnotleast,I’dlovetothankallofmyclassmatesfortheirhelpfulsuggestionsineverystageofwritingthisarticle,fortheirfriendlysupportandencouragement.

ABSTRACT

ThispaperexaminestheimportanceofEFLclassinteractionintheperspectiveofmethodologies,casesandresearch,andproposesseveralfeasiblesuggestionstoimproveEFLclassinteraction,whichisdividedintothreeaspectsaccordingtotheinfluentialfactors.

ThethesisstartswiththestudiesofcurrentsituationofclassinteractioninChina.Implyingtheexistedproblemsinineffectiveteachingandlearningduetothelackofproperclassinteraction,thepapercontinuesitsexplorationonclassinteraction,includingdefinition,importance,andclassificationindifferentaspects,suchassubject,contentandconsciousness.Followingup,thethesisequipsitselfwiththe3mainmoderneducationtheories:

Behaviorism,Congnitivism,andConstructivism.Herethethesisgivesaliteraturereviewofkeypointsfromthosefamouseducationalistsandthenbacksupwiththecasestakenfromrealclasses,findingthatmostofthemhaveperfectlymatchedwiththetheoriesmentionedbefore.Sothethesisissupportedwithenoughcases.

Inordertohaveamorepreciseandsystematiclookintoclassinteraction,aresearchincludingbothquestionnairesandinterviewarecarefullydesired.Withthefollowing-upgeneralfindingsandin-detailanalysis,factorsthatinfluencetheefficiencyofclassowningtointeractionarelisted,whichbringforwardthesuggestedapproachestotheimprovementofclassinteractionin3prospects:

Teachersprospective,studentsprospectiveandteachingprospective.Thoseshouldbetakenintoconsiderationasawholeforthepurposeofimprovingthecurrentsituationofclassinteraction.

Atlast,Ihopethatthisthesiscouldhelpteachersandstudentsunderstandandcooperatebetterinclass.However,duetomylimitation,there’sstillmuchroomremainedtobeimproved.

KeyWords:

classinteraction;educationaltheory;casestudy;improvement

摘要

本文探讨了英语课堂互动的重要性这一问题。

通过对中学课堂互动现状的简单解读，点出当代中国课堂互动方面出现的一些弊病及其诱发的教育问题和反思。

为了方便进一步分析，文章引出课堂互动的相关概念，阐述课堂的重要性及其分类，再基于行为主义，认知主义和构建主义这当代三大主要教育理论，结合现实课堂观察记录所得进行解析，深入解剖实例是如何与理论有机结合，达到区别各个教育理论的目的，同时也了解到了每个教育理论的优缺点。

笔者在调研中采取问卷调查结合与被调查者的针对性访谈的方式，在传统定量分析基础上加以必要的定性分析，继而推出影响课堂互动的一系列相关因素，为研究准确性与系统性奠定根基。

后半部分重点提出提升课堂互动的方法与建议，从教师，学生以及教学三个方面讲述如何更好地进行课堂互动，阐发改善当今教育现状的迫切希望。

关键词：

课堂互动，教育理论，实例研究，效率提升

Contents

1.Introduction..............................................................................................................1

1.1StatusofEFLClassInteractioninChina..........................................................1

1.2PurposeandOrganizationoftheThesis……....................................................2

2.Interaction-relatedconcepts…….………………………………………...……….3

2.1WhatIs“ClassInteraction”..............................................................................3

2.2Importanceof“ClassInteraction”…................................................................3

2.3ClassificationofClassInteraction.....................................................................5

2.3.1SubjectofClassInteraction...…………………………..………..….….5

2.3.2ContentofClassInteraction.......…………………...…..…..…….…….6

2.3.3ConsciousnessofClassInteraction.....…..……………………….…….7

3.TheoreticalFramework………………………………..………………..….……….7

3.1BehaviorismPerspective….………………………………………….…..…...7

3.1.1Behaviorism……………..…………….………………….............…....8

3.1.2CaseonBehaviorism…………...………………………………....……9

3.2CognitivismPerspective….………………………………………...........…...9

3.2.1Cognitivism.…………….…………………………………...........…....9

3.2.2CaseonCognitivism.…………...………………………………...…..10

3.3ConstructivismPerspective….………………………….……………..........10

3.3.1Constructivism………………………...……….…………...........…...10

3.3.2CaseonConstructivism………...………………….…………….....…11

3.4DifferencesamongBehaviorism,CognitivismandConstructivism……..…12

4.TheresearchonClassInteraction...………………………………..……...………12

4.1PurposeoftheStudy………..……………….………….…..…………..….13

4.2ResearchParticipants………………………………………..…………..….13

4.3ResearchInstrument………………………………...……………….…..….13

4.4DataCollectingandAnalyzing……………………………………………..14

4.5ResultandAnalysis………………………………………..………….….…14

4.5.1Questionnaire…………………………….………………..……….....14

4.5.2Discussion…………………………………….……….……….……..18

5.SuggestionsOnclassinteractionbaseonits3influentialfactors….………....…...18

5.1OnTeachers………...………………………..…………..………..…….…..…19

5.1.1ChangingTeacher’sRoles………………………………………………19

5.1.2ImprovingTeacher’sQuestioningStrategies……………………………19

5.1.3EmployingGroup/PairWork……………………………………………20

5.1.4DesigningMoreInteractiveTasks………………………………………20

5.2OnStudents…………………..……………………………….………….........21

5.3OnTeaching……….…………………………………..……………………….21

6.Conclusion,ImplicationsAndLimitations……...………………………………....22

6.1Conclusions…………...……………………..………………..…………...…22

6.2LimitationsandSuggestionsforFutureResearch.…..……………….………22

7.Bibliography……………………………………………………………….…....…24

1.Introduction

TheultimateaimofEFLteachingisthecultivationofwell-groundedpeoplewithstrongabilityinlanguageandcreativityandotherintegratedskillsneededfordevelopment.However,intheactualpracticeofEFLteaching,suchaimisalwaystooidealtoberealizedowningtokindsofproblemsinoroutofclass.Thispaperhasaspecificviewontheprobleminclass,tobeprecise,theproblemofclassinteraction.

FormostEFLteachers,acommonproblemisdealingwithanunresponsiveclass,wherestudentsarepassiveandavoidinteractionwiththeteacher.Admittedly,thereshouldbetimeswhenateacher’squestionistoodifficulttoanswer,butoftensilencehappensevenifsomestudentsareabletounderstand,toget,andaretoproducetheanswer.Sometimesstudentsmayfeelreluctanttotalkinfrontoftheclassduetotheirnervousnessandshyness.Moreoften,mostclassesaredominatedbyteacherswithlesscooperationfromtheirstudents,shapingthemasstudymachinesthatreceivemessagespassivelywithoutfurtherprocessofself-digestion,whichcanputaterribleeffectonthelanguageabilitydevelopmentofstudents.

Togettothepoint,itisthelackofproperandnecessaryclassinteractionthatcontributestothecurrentsituation.Thisactionresearchprojectattemptstoexplorethisproblemonclassinteraction,toconnectwithmoderneducationaltheories,andtocreateamoreinteractiveteacher-classinterchangeinEFLlearningforstudents.

1.1StatusofEFLClassInteractioninChina

AlongwiththeeducationalreforminEnglishteachingandtheincreasingdemandofthesociety,classinteractionhasbecomeanessentialpartofclasswhichcanneverbeneglected.Justlikeitimpliesinwords,classinteractioncontainsteaching-orientedactivitiesamongteachersandstudents,duringwhichbothteachersandstudentsarecenteroftheclass,thatteacherstrygoodeffortonstimulatingstudentswhilethestudentsarefollowingupcooperatively,thuscontributestoaharmoniousteachingandlearningatmosphere,andfinallygettoeducationobjectivities.

Ontheotherhand,traditionalmodeofteachingappliestheprincipleof“teacher-oriented”,whichisjustoneway.Insuchone-wayclassroom,teachers“actout”alonewhilestudentspretendtobetheaudiences,justlisteningwithoutanycommunicationorconnectionwiththeirteachers.Therecanbesomeoccasionsthataperiodofsilencehappensduringtheprocessofquestioning,whenteachersjustanswerthequestionbythemselves,ortheyjustpretendtoignoretheawkwardnessandmoveforward.Haworth（2001）viewsthatteacherisbeingrepresentedasthe“controllerofthespokenword,”whilst“thelearnersremainintheshadows”.

1.2.PurposeandOrganizationoftheThesis

ResearchofEFLprogramhasillustratedtheimportanceeffectiveclassinteractiononstudents.BasedonthepreciousinternshipexperienceinShenzhenForeignLanguageSchool,thisstudyisdiscoveringtheeffectiveprospectsofteaching,andwhat'smore,itisalsoexploringsomeunsatisfyingaspectsthatleadtobiggercontributiontothedevelopmentofteachingskills,whichhasasignificanthelpforteachersandwhowantstobeteachers.

Thestudyisparticularlysigni