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《课堂语篇与教师发展》由上海外语教育出版社出版。
作者简介
作者：（英国）沃尔什（Steve Walsh）
目录
List of Abbreviations
1 Introduction
1.1 Teachers as researchers
1.2 L2 teacher education and sociocultural theory
1.3 Teacher development and classroom discourse
1.4 Challenges for teachers andlearners
1.5 Overview of the book
2 Classroom discourse： an overview
2.1 Discourse and discourse analysis
2.2 Features ofclassroom discourse
2.3 The IRF exchange structure
2.4 Summary
3 Classroom interactional competence
3.1 Interacrional competence
3.2 Classroom interactional competence
3.3 CIC and teacher development
3.4 Summary
4 SETT： self—evaluation of teacher talk
4.1 Context and contexts
4.2 The SETT framework
4.3 SETT and teacher development
4.4 Summary
5 Researclung classroom discourse
5.1 Recording， transcription and ethics
5.2 Interaction analysis， discourse analysis， conversation analysis
5.3 Corpus—based approaches
5.4 CLCA： corpus linguistics and conversation analysis
5.5 Summary
6 Reflective practice revisited
6.1 Definitions of RP
6.2 The'problems'of RP
6.3 Reflective practice revitalised
6.4 Summary
7 Conclusion
7.1 Current perspectives on classroom discourse
7.2 Teacher development： current issues and future directions
Commentaries on Tasks
Transcription System
References
Index
文摘
版权页：
As in any institutional setting，the core business （here， learning a language） is accomplished through interaction；some would even go as far as to say that the interaction which takes place IS the learning—they are one and the same thing （see， for example，van Lier 1988）.CIC focuses on the ways in which teachers' and learners' interactional decisions and subsequent actions enhance learning and learning opportunity.In the discussion which follows，together with extracts of classroom data， I present an initial conceptualisation of CIC and consider how this might be used to promote teacher development.Several questions are addressed in the discussion which follows.These include：
1. How do teachers and learners co—construct meaning through interaaion？
2. What： do partiapants do to ensure that understandings are reached？
3. How do interaaants address trouble' and repair breakdowns？
4. What is the relationship berween CIC and language learning？
5. How is 'space for learning' created and maintained？
The relevance of CIC is clear.If our aim as language educators is to promote dialogic，engaged and 'safe' classroom environments where learners are actively involved and feel free to contribute and take risks， we need to study the interactions which take place and learn from them.
《课堂语篇与教师发展》由上海外语教育出版社出版。
作者简介
作者：（英国）沃尔什（Steve Walsh）
目录
List of Abbreviations
1 Introduction
1.1 Teachers as researchers
1.2 L2 teacher education and sociocultural theory
1.3 Teacher development and classroom discourse
1.4 Challenges for teachers andlearners
1.5 Overview of the book
2 Classroom discourse： an overview
2.1 Discourse and discourse analysis
2.2 Features ofclassroom discourse
2.3 The IRF exchange structure
2.4 Summary
3 Classroom interactional competence
3.1 Interacrional competence
3.2 Classroom interactional competence
3.3 CIC and teacher development
3.4 Summary
4 SETT： self—evaluation of teacher talk
4.1 Context and contexts
4.2 The SETT framework
4.3 SETT and teacher development
4.4 Summary
5 Researclung classroom discourse
5.1 Recording， transcription and ethics
5.2 Interaction analysis， discourse analysis， conversation analysis
5.3 Corpus—based approaches
5.4 CLCA： corpus linguistics and conversation analysis
5.5 Summary
6 Reflective practice revisited
6.1 Definitions of RP
6.2 The'problems'of RP
6.3 Reflective practice revitalised
6.4 Summary
7 Conclusion
7.1 Current perspectives on classroom discourse
7.2 Teacher development： current issues and future directions
Commentaries on Tasks
Transcription System
References
Index
文摘
版权页：
As in any institutional setting，the core business （here， learning a language） is accomplished through interaction；some would even go as far as to say that the interaction which takes place IS the learning—they are one and the same thing （see， for example，van Lier 1988）.CIC focuses on the ways in which teachers' and learners' interactional decisions and subsequent actions enhance learning and learning opportunity.In the discussion which follows，together with extracts of classroom data， I present an initial conceptualisation of CIC and consider how this might be used to promote teacher development.Several questions are addressed in the discussion which follows.These include：
1. How do teachers and learners co—construct meaning through interaaion？
2. What： do partiapants do to ensure that understandings are reached？
3. How do interaaants address trouble' and repair breakdowns？
4. What is the relationship berween CIC and language learning？
5. How is 'space for learning' created and maintained？
The relevance of CIC is clear.If our aim as language educators is to promote dialogic，engaged and 'safe' classroom environments where learners are actively involved and feel free to contribute and take risks， we need to study the interactions which take place and learn from them.
| ISBN | 9787544642880 |
|---|---|
| 出版社 | 上海外语教育出版社 |
| 作者 | 沃尔什 (Steve Walsh) |
| 尺寸 | 16 |