3. 1. 4 The way of teacher ask
From the questionnaire, it has been found that more closed and display question are asked instead of open or referential ones in bilingual classrooms. And in most cases, teachers are usually eager to give answers to the questions instead of the students, which turn out to be a coercive output. Some teachers say it is due to the limited class time and the students’ habit of passivity. In this case, the classroom teaching may be kept continual and smooth, but as far as the learners are concerned, it may not be good, because they are deprived of the opportunities to catch the main point of the questions, to find out blocks in understanding.
3. 1. 5 The teaching materials the teacher uses
Teaching materials can give guidance to teachers on what teaching methods and linguistic skills they should put much emphasis on. They help define the roles of teachers and learners within the instructional process. In fact, teaching materials can be useful tools, through which teachers organize the classroom activities and implement their beliefs about the target language. But in China, many textbooks give a wrong guide to teachers. These textbooks lay much emphasis on teachers’ “teaching” rather than learners’ participation. And few open questions and topics for discussion can be found in them. This must result in too much teacher talk and lack of meaningful interactive communication between the teacher and the learners.
3. 2 Problems Concerning With Students
3. 2. 1 Students’ beliefs
Teacher talk is inevitably affected by what the students believe. In China, students are used to the large amount of teacher talk in all kinds of classes because of Chinese culture and background. They feel that a class is a place for being taught, but not for learning. They are inclined to keep the teacher talk. The students believe that they could learn something of value only through dominating teacher talk. Otherwise, they may regard their teachers as lazy or not performing their duties. Therefore, what the students believe have an effect on teacher talk.
3. 2. 2 Students’ linguistic proficiency
For the questionnaire, it suggested that students’ linguistic competence affects teacher talk. In bilingual classroom, students’ lingual proficiency affects their responses, and their responses affect teacher talk in a variety of ways. For instance, the advanced student can understand what teacher said, they can grasp subject knowledge better, and they will give longer and more complex responses. This can affect the amount of teacher talk.
3. 2. 3 Size of classes
Teacher talk in a class of twenty students definitely differs from that in a class of eighty or more than a hundred. Students can interact more in a small class, whereas in a large class teachers can only arrange for fewer activities. Therefore, teachers may talk less about classroom management and provide more input in a larger class. The more students a class contains, the more difficult it is for the teacher to control class activities.
4 Improvements of teacher talk in college bilingual teaching
What we have been discussing takes on the existing problems in college bilingual teaching. In order to make teacher talk more effective and helpful for learners to comprehend subject knowledge in bilingual teaching classroom, the following suggestion can give teachers some help.
4. 1 Change of people’s belief
People learn subject knowledge by using it, not only by teacher teaching it. “Teachers can set their students on the road, helping them to develop confidence in their own learning powers. Then they must wait on the sidelines, ready to encourage and assess, while each student struggles and perceives with autonomous activity.” [7] So students must depend on themselves, not the teachers to master the target language. The teacher acts as a guide to knowledge. If teachers, students, parents and education authorities all accept the above view, they will have a new and sound standard of assessment about teachers’ duties. This change of values is basic for the teachers to decrease the quantity of their talk.
4. 2 Stress on the importance of teacher talk
Teachers should become well aware of the importance of teacher talk in classroom communication. Teacher talk also plays a more important part in stimulating learners’ interests, making a better language situation for learners to grasp the subject knowledge, supporting a better international environment for learners to get touch with the latest international information about their major.
4. 3 Improvements of teachers’ own English and major proficiency
“Teachers’ good command of English can help learners obtain effective input and output through communication.” [8] Qualified English teachers are those who must speak Standard English as possible as they can, which includes correct grammar, pronunciation, intonation, etc. The influence of Chinese dialects on English pronunciation should be in particular avoided. Teachers should make sure that the usage of words, phrases and sentence patterns is correct.
转贴于 酷文网-论文下载中心 http://www.coolwen.net
共8页: 上一页 [1] [2] [3] [4] 5 [6] [7] [8] 下一页
网摘收藏:
当前位置:
载入中...
-> 在百度中搜索：
-> 在Google中搜索：