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| 折扣與優惠：團購最低可5折優惠 - 了解詳情 | 論文格式：Word格式(*.doc) |  |
Abstract: This study aims to investigate the effectiveness of teacher-learner interaction in classroom English teaching in the junior high school. Based on the literature review concerning the three hypotheses of second language acquisition theory, the author adopts the observation approach to investigate the present situation of teacher-learner interaction in classroom English teaching in the junior high school. The interaction in classroom explanation, questioning and discussion is explored. The results show that the teacher plays a leading role in classroom teaching and there exists an ineffective teacher-learner interaction in classroom teaching. Accordingly, the paper puts forward four strategies to promote a better teacher-learner interaction. It is concluded that the teacher is the decisive factor for a successful teacher-learner interaction. Key words: teacher-learner interaction; classroom English teaching in junior high schools; strategies; teacher’s roles
CONTENTS Abstract 摘要 1. Introduction1 2. Literature Review and Theoretical Framework1 2.1 Definition of Teacher-learner Interaction 2.2 Definition of Effective Teacher-learner Interaction 2.3 Second Language Acquisition Theory 2.3.1 Comprehensible Input Hypothesis 2.3.2 Interaction Hypothesis 2.3.3 Output Hypothesis 3. Case Study and Analysis5 3.1 Teacher-leaner Interaction in English Classroom Questioning 3.1.1 Classroom Observation 3.1.2 Results and Analysis 3.2 Teacher-learner Interaction in English Classroom Discussion 3.2.1 Classroom Observation 3.2.2 Results and Analysis 3.3 Teacher-learner Interaction in English Classroom Explanation 3.3.1 Classroom Observation 3.3.2 Results and Analysis 4. Problems and Strategies.7 4.1 Problems of Teacher-learner Interaction 4.2 Strategies to Promote Teacher-learner Interaction 4.2.1 Building Harmonious Relationship Between Teacher and Students 4.2.2 Diversifying the Teacher’s Role in Interactive English Classroom Teaching 4.2.3 Encouraging Students to Interact with Teacher Actively 4.2.4 Treating Every Student Equally 5. Conclusion10 Bibliography.11 Acknowledgements12 |
