教师话语,课堂互动与学习者输出

教师话语不仅是影响英语教学的重要因素,对学习者的有效输出也起着一定作用。但长期以来却一直被大多数老师所忽视。文章探讨了在课堂教学中教师话语,课堂互动及学习者输出的关系,分析了影响教师话语质量和有效输出的相关因素,最后,结合教学实践,笔者对如何提高教师话语和学习者输出的质与量提了几点建议。     

Students’ experience of synchronous learning in distributed environments

This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored how the instructor and students were able to interact through videoconferencing technologies. Most of the interaction occurred between the local and distance learners by way of cultural guides, local students assigned to host a distance learner through Google Video chat. The distance learners were able to receive real-time attention from the instructor and were able to share differing perspectives that contributed to increased satisfaction in the course. These interactions allowed for a dynamic collaborative effort among a diverse set of actors in the field of education.     

Literacy assessment that counts: mediating,interpreting and contesting translocal policy in a primary school

In Australia, as in many western education systems over the last two decades, discourses of accountability and performativity have reshaped education policy that has in turn reorganised the work of school leaders and teachers. One of the effects of this reorganisation is increased attention to the production, analysis and display of student achievement data. In this paper we examine in detail a sequence of the production and reading of literacy assessment data in a small Catholic school. Our analysis uses institutional ethnography's concept of the ‘active text’, the text as occurring in a specific place and time even as it is articulated to social relations beyond its immediate context. Through this process we learn from those involved how their everyday work brings into being formalised, textually authorised processes in a local site that ensure the school meets accountability requirements, while enabling teachers to resist standardisation of literacy teaching and assessment.     

The construction of bilingualism in an American context: three levels of analysis

This paper represents part of an ethnographic study conducted in a small college town in the northern United States. Based on Fairclough's conceptualization of language as a site of social meaning construction and power struggle, I conduct critical discourse analyses on data collected at broad, mid, and micro level contexts. I demonstrate how contrasting meanings associated with bilingualism have ideological origins and reflect underlying power relations, which are evident in academic research, federal and state legislation and policy, local language programming, and classroom interaction. Revealing how unequal relations of power shape meaning through language creates a conscious awareness, which can lead to emancipation for disempowered populations and has significant implications for challenging discriminatory educational policies and practices and identifying the ways in which language proficiency positions students in schools.     

Speaking, listening and learning: a rationale for the Speaking and Listening Profile

Schools have often not recognised the basis for literacy that oracy provides, but with the issuing of the recent package for speaking and listening to schools, Speaking, Listening, Learning, the tide is now beginning to turn. However, many schools still have not set up any developmentally sequenced structure for assessment in this strand of English. Realising this need, Dorothy Latham has designed such a profile, based on the criteria given in the official package, but with useful additions, showing clear definitive levelling in an easy‐to‐use format. Schools have been consulted and continue to trial its use.     

Social interaction in the acquisition of knowledge

A review of features and results of a research program concerning social interaction in knowledge construction that covers more than 10 years of research is given. Starting from a Vygotskian theoretical background, interactive dimensions are considered as an instrument for curriculum change in different domains and, subsequently, as an experimental treatment in young children's education. In particular, arguing within school settings appears to be a crucial tool for learning to reason and to explain: Knowledge domains become characterized by epistemic procedures, which are implemented in arguing, and by shared reasoning within adequate educational settings.     

男性语言和女性语言的差异

在本文中．笔者首先介绍了男性和女性语言差异研究的发展历史和趋势,分析了男性语言和女性语言差异的神秘所在,然后通过观察和讨论,阐述了男性和女性在语言的句法、音调、话题和语法使用几个方面的差异。最后,文章为语言和性别的研究提出了几点建议。     

What is ethnography? Can it survive? Should it?

This paper notes that, in the field of education and beyond, the term ‘ethnography’ has acquired a range of meanings, and comes in many different versions, these often reflecting sharply divergent orientations. I argue that this is a major problem that requires attention; particularly since today there are some serious threats to the practice of ethnographic work, on almost any definition. However, while we need to forge greater agreement about the meaning of the term, this is a challenging task. Indeed, if we take ‘ethnography’ to refer to a whole methodological approach little agreement will be possible. I argue that it may be feasible if we treat ethnography as one methodological strategy among others, each having varying advantages and disadvantages for the purposes of investigating particular topics. However, the fundamental disagreements among ethnographers today about ontological, epistemological, and axiological matters render even this by no means unproblematic.     

‘Children’s clans’; social organisation and interpretive reconstruction as aspects on development of peer-groups in outdoor play

The focus of this article is children’s self-organisation of peer-groups through play. The play was initiated by encounters with the environment. The use of ethnographic methods in early childhood research has proved helpful to elucidate, interpret, and understand children’s experiences and the creation of meaning in their everyday lives. This inquiry draws on field notes, informal conversations with the children, and photos from a study of kindergarten children’s experiences of outdoor places and landscapes in Norway. Going out of doors together with the children regularly over a period of 10 months revealed aspects of how children’s interactions in play connect to their use of natural landscapes and its place in peer-group social organisation. The data are presented as ‘narrative maps’ and episodes written as ‘emplotted’ narratives.     

Investigating children's interactions around digital texts in classrooms: how are these framed and what counts?

This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other.     

英语课堂教学中冲突话语结束策略初探

摘要：冲突话语是英语交际中不可避免的一种言语行为,是学生之间、师生之间冲突的主要表现形式,如果处理不当,势必会影响教学效果。近年来,随着话语分析研究的深入,国内外许多学者已从不同角度对;中突话语进行了研究,并取得了一定的成果,然而调查发现,有关英语课堂教学中冲突话语结束策略的研究却很少。此文通过观察并记录英语课堂中的冲突话语,归纳出冲突话语的结束策略,可以对现有的冲突话语研究进行补充并有助于英语课堂教学活动的顺利进行。     

Teacher Talk and EFL Classroom Interaction

Teacher talk and teacher-student classroom interaction have always been the central issue among the various classroom researches. Teacher talk is undoubtedly important in EFL (English as a foreign lang...     

It Ain’t What You Say...

This essay takes as its starting-point the recent announcement that GCSE English, the high-stakes test taken by 16-year-olds in England, will no longer include the assessment of speaking and listening. It attempts to place this decision, and other recent policy interventions that will have an impact on how talk in the classroom is conceptualised and valued, in a longer history of schooling, attitudes to spoken English and the notion of a spoken standard. The essay then explores, through an account of an observed GCSE English lesson, something of the complexities involved in taking talk, and the assessment of talk, seriously.