初中英语课堂策略互动教师视角

EFLTeacherEducation09:StrategicInteraction-JTStrategicinteractionintheJuniorEFLclassroom:Teacher’sperspectives初中英语课堂策略互动：教师视角外语研修部黄军生May25,[e-mail]…Today’stopics:RationaleforstrategicinteractionUnderstandinglanguagelearningstrategiesExploringtheinteractiveintegration:LearningstrategiesintheECSLearningstrategiesintegratedintextbooksLearnerknowledge&strategyuseStrategiesasgoal-drivenactionsStrategiesastask-focusedactionsStrategiesassituatedactionsConclusionElementsinvolvedintoday’sseminar:Theme:StrategicinteractionElements:Languagelearningstrategy(LLS)theoriesThenewEnglishCurriculumStandards(ECS)(MOE,2001,2003)ResearchdataTextbookanalysesMyinterpretationsbasedonresearch,practice,andexperienceMysuggestionsfortheJuniorEFLclassroominstructionAstoryofastrategiclearner(AsuccessfulEFLlearner)Initialstage:“Interestismybestteacher.”(Thelearnerrecalled)“ComparedwithChinese,Englishisinreverseorder.”(Father)Junior:AchanttaughtinhisfirstEnglishlesson:“Onetwothreefourfive,onceIcaughtafishalive.Threefourfivesixseven,butthisfishslippedoffmyhand.”(Teacher)3findings:(1)Notalwaysinreverseorder;(2)Rhymes(e.g.,five,alive);(3)FunandinterestinglikeChinese.Strategiesusedbytheteacherandthestudent:Imitating:e.g.,“It’snoneofyourbusiness.Thisisaprivateconversation!”Repeating:(“…untiltheteachersmiled.”)MakingChineseworkforEnglishlearning:“ChineseandEnglisharethesameatthedeepestlevel”Chinesecanbeused“asabridge”(Learner)Inducinggrammar:e.g.,XiaoMingisdrivingacar.(“isdriving”isthegrammar)Guessing:“Guessingislikeplayingajigsawgame.”(Learner)Takingthe“firstrisk”:Challenginganexpertinterpreterfromanoilcompany:“What’sthisinEnglish?”(Pointingtoamirroronthewall)“Oh,itisamirror.”Senior:Strategiesusedbytheteacherandthestudent:(Knowledge-basedlearning)Takingnotes:(Twrotealllanguagepointsontheboard;Smadea“grammarbook”bypoolingtogetherallthenotes);Studyinggrammar:e.g.,TheT’s“12-verbrule”(5“see”–2“hear”–1“feel”+“let,make,have,andhelp”);Summarizing:“AddingbitsandpiecestobuildupmyownEnglishmansion.”Settinggrammaticalquestions:“Grammarisdead,butlanguageisalive.”(T)UnderstandingchangesinEnglish:“Englishchangesat2levels:wordsandsentences.”(Thelearner)Understandinggrammar:e.g.,theprincipleofsimplification;“Afeelforthelanguage–theabilitytointernalizegrammarintoahabit”;“TheessentialdifferencebetweenChineseandEnglishisgrammar,whichreflectsthedifferencesinthinkingandcultures.”(Learner)Imitating:“AgoodEnglishlearnerisasmartimitator.”“IlearnedEnglishinthewayofstudyingscienceandtechnology.”Tertiary:Strategiesusedbythelearner&hispeers(Self-accessstudy;thewaytoG&T–CET4&6,GRE,TOEFL)Memorizingvocabularyinanypossibleways:-Wordformation:500roots/affixes/stems-Keywordstrategies:e.g.,conundrum“可难琢磨”;issue问题难不倒“一休”;-UsinganEnglishdictionary(tounderstandaccuratemeanings)-Memorizingthe“RedBook”(“RedBook”+MP3)-ListeningtoMP3Englishcorner(toimproveoralEnglishgreatly):“Failureinthedorm;successintheEnglishcorner.”TopicdiscussionsEnglishdebatesCreatinganenvironmentforEnglishlearningUsingpodcastto“sitin”universityseminarsintheU.S.“I’mhonoredtobegivenanickname,Mr.Dictionary.”Thestorytellsusthat…-thelearnerhashisownstoryofstrategyuseforEnglishlearning.-heusesstrategiesatdifferentstages.-hislearningstrategiesinvolvenotonlyactionsbutalsoknowledgeandbeliefsabouthimselfandhislearningprocess.-hisstoryofstrategyuseisamentaljourneysituatedinparticularlearningculturesandcommunitiesandrelatedtoothers.-hestartswithinterest,sustainsprogressthroughstrategyuse,andachievestheself-regulation,……andhisstorywillcontinue…1.RationaleforstrategicinteractionAnexampleforstrategicinteractionPlayer(Ren’ai,G8a,U1)“Oh,yes,play…player.”(Wordformation)“Good,they’rebothbasketballplayers(Actingout).”(Collocation)(Gesture)“Yeah,McGradyandYaoMingareteammates.”“Teammates?(Askingforclarification)“Yes,‘team’,weallknowtheword;‘mate’…isafriend,andhere,itreferstoaplayer,abasketballplayer.So,teammatesareplayersinthesamebasketballteam.Wemayhavemorewords,suchas‘classmate’,‘roommate’,and‘workmate’.”(Wordformation)(Paraphrase)(Association)Aquestionfordiscussion:Doyouhaveotherinterpretationsfortheclassroominterplaybetweentheteacherandthestudent?Thestrategicinteractionmakesteaching&learningmoremeaningfulandenjoyable:facilitatingclassroomcommunication;enablingSstolearnhowtolearnanduseEnglish;allowingSstobecomemoreself-directed;makingSsundertakemoreresponsibilitiesforlearning;addingtoSs’knowledgeandskills;expandingtheroleofteachers;Why?-ContributingtocommunicativecompetenceCommunicativecompetenceTheabilitytomakelanguagerelevanttothecontextand,inturn,sustainthecontextthroughlanguage(Hymes,1971,1972)GrammaticalcompetenceWhatChomsky(1957)calls“linguisticcompetence”;SociolinguisticcompetenceAnunderstandingofthesocialcontextincommunication;DiscoursecompetenceTheabilitytoachievecohesioninformandcoherenceinthought;StrategiccompetenceTheabilitytousestrategiestocompensateforlimitedlanguageknowledge.(Canale&Swain,1980;Canale,1983)StrategicinteractionHumaninteraction,inessence,isstrategi