初中英语课堂策略互动教师视角.pptx

EFL Teacher Education 09: Strategic Interaction - JTStrategic interaction in the Junior EFL classroom: Teacher’s perspectives 初中英语课堂策略互动：教师视角 外语研修部 黄军生 May 25, 2009junsheng.huang@Orientation …Today’s topics:Rationale for strategic interactionUnderstanding language learning strategiesExploring the interactive integration: Learning strategies in the ECS Learning strategies integrated in textbooks Learner knowledge strategy use Strategies as goal-driven actions Strategies as task-focused actions Strategies as situated actionsConclusionElements involved in today’s seminar: Theme: Strategic interactionElements: Language learning strategy (LLS) theoriesThe new English Curriculum Standards (ECS) (MOE, 2001, 2003)Research dataTextbook analysesMy interpretations based on research, practice, and experienceMy suggestions for the Junior EFL classroom instructionA story of a strategic learner (A successful EFL learner)Initial stage: “Interest is my best teacher.” (The learner recalled) “Compared with Chinese, English is in reverse order.” (Father)Junior: A chant taught in his first English lesson: “One two three four five, once I caught a fish alive. Three four five six seven, but this fish slipped off my hand.” (Teacher) 3 findings: (1) Not always in reverse order; (2) Rhymes (e.g., five, alive); (3) Fun and interesting like Chinese. Strategies used by the teacher and the student: Imitating: e.g., “It’s none of your business. This is a private conversation!” Repeating: (“… until the teacher smiled.”) Making Chinese work for English learning: “Chinese and English are the same at the deepest level” Chinese can be used “as a bridge” (Learner) Inducing grammar: e.g., Xiao Ming is driving a car. (“is driving” is the grammar) Guessing: “Guessing is like playing a jigsaw game.” (Learner) Taking the “first risk”: Challenging an expert interpreter from an oil company: “What’s this in English?” (Pointing to a mirror on the wall) “Oh, it is a mirror.”Senior: Strategies used by t