Misbehaviour in British and Turkish Primary Classrooms

This article opens with a general discussion of misbehaviour in classrooms. This is part of the theoretical framework for the research, which was a study of 'inappropriate behaviour' in primary classrooms in Turkey and Britain. The study used systematic observation and studied six classrooms in England and six in Turkey. The findings show the cultural differences in expectations of pupils and how this impacts on perceptions of misbehaviour. There were also gender differences in both countries. Teachers' attributions regarding the reasons for misbehaviour are also discussed.     

小学英语课堂的任务设计

在小学英语教学中采用任务型教学法(Task-based Approach)能激发学生学习欲望,提高教学效果.教师应该根据任务型教学理念以及现有教学资源精心设计任务.我认为进行小学英语课堂任务设计时应注意如下几点1.任务活动的趣味性.2.任务信息的真实性.3.任务内容的利学性.4.任务形式的多样性.5.学科整合的艺术性.6.任务评价的激励性.     

运用思维导图,助力小学英语高效课堂

随着教学体制的改革,新课标对小学英语提出了更高的教学要求。与传统教学相比,小学英语教材的词汇量不断增加,单词是学生面对的主要问题。因此,教师要在小学英语教学中合理地运用思维导图,让学生学会利用思维导图学习英语,从而为后期学习更深层次的英语打下坚实的基础。     

Changing the Learning Environment to Enhance Students' Metacognition in Hong Kong Primary School Classrooms

This study reports on the impact of a 2-month classroom intervention that sought to alter the learning environment of two Hong Kong Primary Year 3 general studies classrooms. Mixed methodology, employing quantitative and qualitative data-gathering strategies, was used to investigate changes to the learning environments, including changes to the teachers' language and ultimately the students' metacognition. The quantitative facet of the research involved the development of a 15-item learning environments instrument, the General Studies Metacognitive Orientation Scale (GSMOS), that evaluated elements of the metacognitive orientation of the classrooms' learning environments. While the data from the administration of the GSMOS suggested no statistical differences between the pre- and post-intervention environments of the classrooms, student interviews and classroom observations provided supportive data for some changes, which resulted in students developing metacognitive knowledge of teacher-selected thinking and learning strategies, as well as some awareness and limited control of their use of such strategies in their classrooms.     

Developing Oral Language in Primary Classrooms

The development of oral language in classrooms has been an incidental occurrence historically. The amount of oral language that children have is an indicator of their success or struggle in school. To meet the needs of these children, teachers can make oral language development a primary focus for instruction. This article examines ways that teachers can both implicitly and explicitly teach children about language and its functions in primary classrooms through the environment, connections to literature, developmentally appropriate oral language activities, and engaging curricula.     

Cooperative Learning in Dutch Primary Classrooms

This study examines teachers' use and evaluation of cooperative learning along with pupils' reactions to cooperative grouping and the quality of the group cooperation in a sample of Dutch primary school teachers who implemented cooperative learning methods. Teachers reported that cooperative learning occurred in their classrooms about four times a week. Teachers reported social skills, on-task behaviour and pupil self-esteem to improve as a result of having pupils work in groups. The pupils reported a positive attitude towards cooperative group learning and rated their work in groups as effective. About half of the teachers reported problems with the monitoring of the cooperative groups. Observations showed the time-on-task levels of the pupils working in groups to be high, but effective learning and cooperation not to be promoted. The teachers devoted little time to the teaching of groupwork skills. In general, the implementation of cooperative grouping was found to lack the features recommended in the literature for effective cooperative learning.     

大学英语课堂沉默现象解析

大学英语课堂沉默是一个较普遍的现象,这既影响了英语教师教学活动,也阻碍了大学生英语综合能力的进一步提高。该文分别从学生和教师的角度分析了造成沉默的原因,并就此提出相应的对策。     

内容依托英语课堂中的词汇教学(英文)

词汇教学是内容依托英语教学中不可或缺的一部分,尤其重要的是内容依托英语教学课堂的教学材料多为真实性材料,往往是为英语为本族语者设计,对外语学习者来说词汇学习难度较大。本文结合理论和实践,将对在非英语国家进行内容依托英语教学时如何进行有效的词汇教学进行研究和探索。     

大学英语课堂学生沉默现象的实证研究

大学英语课堂沉默现象是一个普遍问题。本研究以问卷调查、访谈和课堂观察等方式,从传统文化影响、学生性别和个性差异以及教师的教学方式等方面入手,分析产生这种现象的原因,并提出打破课堂沉默的教学策略,以提高大学英语课堂教学质量。     

Effective Implementing of Group Work in English Classrooms

Group work can be an effective method to motivate students,encourage active learning,and develop key criticalthinking,communication,and decision-making skills.This article suggests ways to help implement group work successfully.     

英语课堂中语码转换现象的语用观

语码转换的运用,能满足师生互动中各自的面子需求,是学生的学习和交际策略,也是教师的教学策略。语码转换对于外语教学和二语习得研究具有语用意义。     

英语口语课堂即席性活动探究

即席性活动以学生为中心,学生充分参与,通过学生之间互动和师生互动,为其提供交流与发挥的机会与空间,刺激学生有意思或无意识的对其口语乃至综合语言能力进行自测,并有效推动学生相互交流与共同协作,相互学习,形成口语练习的积极而自然的氛围,并激励学生全面提高其英语能力。     

大学英语口语课堂上的情感集中型活动探究

在英语口语教学与语言训练当中,非语言因素对于英语口语的学习与能力提高往往起到重要作用,其中情感因素与移情作用对相关口语教学活动的积极影响不可忽视,应进行鼓励、提倡和引导,以增强学生的学习动机.组织情感集中型口语活动对于提高英语口语课的质量具有重要的意义.     

Demotivation in China' s College English Language Classrooms

Demotivation in second or foreign language learning is the dark side of motivation.It concerns specific external forces that negatively affect the language learners motivational basis to learn the language(Dornyei,2001).Much research has been carried out in studying motivation both in general field and L2(second language)field.In contrast,little research has been conducted on demotivation among language learners.This study inquires into which demotivational factor affected college students negatively most; and how did demotivation affect them and their English learning.     

大学英语课堂同伴支架的作用

继认知发展理论之后,由维果茨基、伍德等人提出了最近发展区和支架理论。以此为理论框架,以英语专业学生为研究对象,探究英语课堂上小组互动中的同伴之间的支架作用。研究结果表明,同伴支架具有提供表达、提供观点、纠错、提高参与度、简化任务等作用,同伴之间的支架可以促进学生的二语习得。     

浅谈小学生英语阅读能力的培养

学习一门语言最重要的入门渠道是阅读。学习英语也是同理。因此,在小学英语教学中,教师应注重阅读的作用。在英语教学中,教师组织大量的听、说活动,如有趣的游戏及表演,而很少出现阅读的活动。很多学生因畏惧新单词或未曾接触过的句式而对语言学习兴致缺失。因此,指导学生进行英语阅读势在必行。     

大学英语课堂教师话语的调查与分析

大学英语课堂教师话语不仅是组织课堂和操纵教学的工具,也是课堂语言学习的内容和语言应用的范例。鉴于此,大学英语课堂教师话语会影响甚至决定课堂教学的成败。该研究采用自然调查法,通过课堂观察、录音和问卷调查,就五位大学英语教师课堂话语的样本从教师话语的数量、母语的使用量、教师提问、交互调整的方式及教师对学生的反馈5个方面进行剖析,从而全面、详细地描述和分析大学英语课堂教师话语的特点,以期发现问题,对提升大学英语课堂教师话语的质与量提出建议。     

Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms

This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12–14 years, from two countries, first wrote questions about the phenomenon. Then, working in groups with members who differed in their views, they discussed possible answers. To help them structure their arguments, students were given a sheet with prompts to guide their thinking and another sheet on which to represent their argument diagrammatically. One group of students from each class was audiotaped. Data from both students' written work and the taped oral discourse were then analyzed for types of questions asked, the content and function of their talk, and the quality of arguments elicited. To illustrate the dynamic interaction between students' questions and the evolution of their arguments, the discourse of one group is presented as a case study and comparative analyses made with the discourse from the other three groups. Emerging from our analysis is a tentative explanatory model of how different forms of interaction and, in particular, questioning are needed for productive argumentation to occur.