中学英语课堂上教师对学生身份定位的研究 .docVIP

　　中学英语课堂上教师对学生身份定位的研究----初中英语教学论文 --Chapter One Introduction 1.1 Significance of the study Studies on EFL learners have focused on various aspects to facilitate their EFLperformance. The objects of study have shifted from the learning product: error analysisand interlanguage analysis in the early stage to the learning process of reading, ore than the learningproducts and process. According to Black (2004), learning can be interpreted as aninteraction ore knoember facilitating a shift inperspective on the part of the learner. Therefore, studies on the interactions betportance to the eventual development of successfulEFL pedagogy.Pervious studies on classroom interactions over the past three decades have beenprimarily centered on the dialogic nature of the interactions, about hoost effectively to construct meaning and consequently, facilitate theacquisition of nep; Todd, 1995; Mercer, 1998; Mercer ance; it may even have an impact on their reflexivepositioning of themselves so as to affect their future development.munity ony and respect for diversity and equity, ent of individuality in EFL class. 1.2 Objectives of the study The qualitative study focuses on teachers positioning of young EFL learners. It aims tostudy the follo?2) Ho/her? Ho/her?To anspirical study is conducted during three months ina typical Chinese middle school classroom ent of the researcher in the daily life of theclassroom is achieved, in order to acquire a rich foundation of contextual knoay not have been accessible if the study relies on a series of short-term visits. The thesisemerges as a consequence of this long term observation.Data thus collected are processed with an ethnographic approach. I specificallyanalyze teachers interactive positioning of three focal students in an EFL -- class. I begin his/her in-class interactions mediate contextual information, supported by evidence frominstitutional contextual factors (social-educational climate, classroom rules, EFL class floulative contextual