Classroom Discourse Analysis—– the classroom interactional patterns in a Chinese primary school文献综述

 2022-08-15 10:24:56

Classroom Discourse Analysis----

Chinese English classroomrsquo;s Teacher Talk in Primary School

Scholars from both China and America have conducted many studies on classroom discourse analysis, including the study of teacher talk.

1 CLIL and features of classroom discourse

In accordance with Christian Dalton Puff, the term Content and Language Integrated Learning (CLIL) refers to educational settings where a language other than the studentsrsquo; mother tongue is used as medium of instruction (2007:3). By applying English as medium, it is a clever and economical way to turn CLIL classrooms into “streets”, as it were. Meanwhile, the range of CLIL is from kindergarten to university class.

By using English as medium for non-native speaker, trying to grab the key of the situation, get a control on the discourse, partial topic knowledge and operating in an incompletely known language code has been a big barrier for these students to overcome.

Generally, classroom discourse is divided into two parts: question and feedback. In CLIL class, teachers control the classroom discourse by asking most of the questions as one of the main ways. From Steve Walsh, the feature of classroom discourse obtains “elicitation techniques, repair, modify speech to learners, control communication pattern” (2002:7)

2 Approach to analyze classroom discourse

Kumaravadivelu points out that the degree of studentsrsquo; learning outcomes realization is determined by the things happens in the classroom largely (2012:5). Therefore, the task of organizationally observing, analyzing and understanding classroom aims and events therefore becomes central to any serious educational enterprise.

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