A Study on the EFL Teachers Talk Amount文档格式.docx
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A Study on the EFL Teachers Talk Amount文档格式.docx
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2.2Instruments
ⅢResearchResults
3.1TheamountofteachertalkinEFLclassroom
3.2TheeffectsoftheamountofteachertalkonstudentsinEFLclassroom
ⅣPedagogicalImplication
References
ⅠResearchObjective
InChina,Englishislearnedinforeignlanguagecontexts,wherestudentsdonothaveready-madecontextsforcommunicationbeyondtheirclassroom.Therefore,EFLclassroomisthemainsettingforthemtostudyEnglish,andteachertalkisthemostimportantEFLinputtotheChinesestudents.Thepresentresearchisdesignedtoprovideanswerstothequestionsbelow:
WhatistheamountofteachertalkintheEFLclassroomsunderinvestigation?
WhateffectsdoestheamountofteachertalktakeonstudentsintheirSLAprocess?
ThisstudyisalsoconductedwithapurposetoprovideempiricalevidencetothesuggestionthatappropriateamountofteachertalkwouldenhanceL2acquisition.
Inshort,thepresentstudyaimstodrawmoreattentiontoEFLclassroominteractionalprocessesandtofocusontheroleofteachertalkplaysinpromotinglearners’EFLdevelopment.ItspedagogicalimplicationistotrytoarousetheawarenessoftheeffectofteachertalkonstudentsandtotrytobebeneficialtoEFLteachingandteachertraining.
Inthisstudy,seventeachers,whoteachthefirst-yearorsecond-yearstudentsandcomefromsevendifferentdepartmentsinJilinUniversityaretreatedasthesubjects.TheteachersareallChinese,thatistosaynon-nativespeakersofEnglish.ButtheyhaveatleastfiveyearsofEFLteachingexperience.Theteacherswereinformedthattheirlessonswouldbeobservedandrecordedforsstudyonclassroomteachertalkinthenormalclassactivities;
andhencenochangesshouldbemadeintheirlessons.Thus,theirinteractionwithstudentswas,moreorlessthesameasinnormalclassroomdiscoursewhennovisitorsarepresent.Asaresult,thelessonsonwhichthestudyisbasedonmaybeconsideredmoreorlessnatural,reflecting,toagreatextent,whatisgoingonintheEFLclasses.
Inthisstudy,thecharacteristicsfoundacrossthedatafromthesevensubjectswillserveasabasisformakinguniversalinferencesaboutteachertalkforawiderpopulationofthesamebackground.Classroomobservationandvideo-recordingarethemaindevicesinthisstudy.Randomsamplingisthewayusedtochoosesamplesinthisstudy.ThisstudyisrestrictedwithinJilinUniversity,sooneteacherwaschosenfromeachofthesampledepartments.Thesampleteacherswerechosenbythewayofrandomsampling.
Theresearcherpersonallywenttotheclasseswheretheseventeachersteachandinvestigatedtheteachingprocesses.Thewholeprocessofteachingwasvideo-recordedtoreflectwhatactuallyhappensinclassroom.Eighteenperiodsoflessonstaughtbyfourteenteachers’classroomtalkwererecordedandtranscribed,amongwhichsevenperiodsoflessonstaughtbyseventeachersrespectivelywerechosenbythewayofrandomsampling.Thenwegotacomprehensivewrittenrecordoftheperiodsoflessonstobeanalyzedstatistically.
WithDVD,wecanrecordeverythinghappeningintheclassroomincludingteachers’speechandbehaviorandevenstudents’anymove.Video-recordingishelpfulinthetranscriptionandanalysisoftherecordedmaterial.
ⅢResearchResults
3.1TheamountofteachertalkinEFLclassroom
Researchquestions:
WhatistheamountofteachertalkintheEFLclassroomsunderinvestigation?
WhateffectsdoestheamountofteachertalktakeonstudentsintheirSLAprocess?
Inansweringtheabovequestions,theresearcheradministeredstatisticalanalysisonthetranscriptionofclassroomrecording.Theresultsconcerningthetimebyteachertalkandstudenttalkandtheirpercentageinthetotal45minutesarepresentedasthefollowingTable1
Table1Amountofteachertalkandstudenttalk
andthepercentageinthetotalclasstime
Teachers
Teachertalk
t(min.)%
Studenttalk
Otheractivities
Totals
T(min)
T1
2760
1022
818
45
T2
1942
1431
1227
T3
2147
1433
1023
T4
3067
716
T5
2555
44
T6
3577
511.5
T7
2862
819
Average
27.261
9.521
8.318
Note:
“otheractivities”referstothoseclassroomactivities,suchasreadingthetext,writing,dictation,listeningtothetape,etc,inwhichneitherteachersnorstudentsneedtospeak.
AsillustratedinTable3.1,thoughtheamountoftimespentinteachertalkandstudenttalkhasagreatdiscrepancyineachoftheclassesunderinvestigation,theteachertalkunderinvestigationoccupiesmosttimeofaclasswithaverageof61%rangingfrom42%to77%.However,thereissignificantdifferenceoftheamountofteachertalkamongthesesevenclasses.T2andT3onlyhaveabout20-minutetalktime,whileT4andT6havealmost30to35-minutetalktime,sothestudentshaveonly5to7minutestospeakinclass.
Ingeneral,theabovestatisticsclaimsthatteachertalktakesmostofthetalkingtimethoughsomestudentsareprovidedwithmoreopportunitiestospeakEnglishinclassroomsthanthestudentsintraditionalformalclassroom.AlltheseresultsimplythatinEFLclassroom,teachertalkgenerallyoccupiesmostoftheclasstime.Teachershaveasuperiorstatusbecausetheyarepresumedtoknowmoreaboutthesubjecttheyareteaching.Alsohaveultimateresponsibilityformanagingclassroomactivitiesensuringthatitproceedsinanorderlywaydespitethelargenumberofparticipants.
Bywatchingthevideorecordings,thefollowing
thingscatchourattention:
inmoreteachertalkclass,mostofthestudentsseemedtobelistlessandabsent-minded;
somestudentwerechattinginalowvoice;
therewasn’tenoughcommunicationbetweentheteacherandthestudents;
andthelecturinglookeddullanduninteresting:
studentswerepassivewhenaskedtoanswerquestions;
duringthepairworkorgroupwork,almostone-thirdofthestudentslowedtheirheadsanddidn’tparticipateintheactivities:
mostofthestudentswerebusytakingnoteswrittenontheblackboard.Andinlessteachertalkclasstheclassroomatmospherewascompletelyoppositetoit:
mostofthestudentslookinterestedintheirclassactivitiesandparticipateinthegroupworkactivelyandtheylookedinhighenthusiasm:
thereweremorecommunicationsbetweenteachersandstudents:
Studentsrespondedtotheteacher:
moreactivelyafterbeingaskedtoanswerquestionsandeventheyhadadiscussiononsometopic.
Anotherfindinginthepresentstudyisthatinmore
teachertalkclass,theteachersspendmuchtimeexplaininglanguagepoint,reviewinggrammarruleandtranslatingthetextwhilestudentsarebusytakingnotes.Incontrasttoit,inlessteachertalkclass,thestudentseveninitiatedtheexchangemove,whichareprovedtobeoneofthecharacteristicsofeffectiveteaching.
Theabovecompletelydifferentclassroomatmospheresuggeststheteachersshouldlessentheirtalkingtimeandthiswillprovideopportunitiesforstudentstoproducemorecomprehensiveoutput.
Accordingtotheabovediscussion,thisstudyprovidesomesuggestionswhichmaybeofsomehelptotheteachinginEFLclassroom.
Inthecourseofclassroomteaching,teachertalkshouldoccupyaslesstimeaspossible.Agoodteachershouldmaximizestudenttalktimeandminimizeteachertalktime.Theteachershouldpreparelessonscarefullybeforeclassbecausegoodstudentperformancedependsoncarefulteacherpreparation.Withthoughtfulpreparation,teacherscanlimitteachertalktoaproperamountsoastoincreasethestudenttalktime.Butitisworthnotingthatteachersshouldnotdecreaseteachertalktimeblindly.
Intraditional,teacheractsasaninformant(explaininggrammaticalusage)andamodel(askingstudentstorepeatasentenceafterhimforpronunciationpractice),butresearchesmanifestthatteacheralsoshouldactasamanager(organizingstudentstodogroupwork),acounselor(advisingstudentshowtoapproachatask),ahelper(givingstudentsassistancewhentheyneed),andafacilitator(providingmaterialandguidancetoenablestudentstoworkontheirown).
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