Analysis of Teachers' Open English Class under English Medium Instruction

Jianbin Zhu ； Min Zhang

《World Scientific Research Journal》 8卷6期 (2022/06) Pp. 498-504

https://doi.org/10.6911/WSRJ.202206_8(6).0064

摘要

Through the study of the amount of discourse, the choice of words, the number of clauses and the transitivity in online courses discourses from the perspectives of linguistics and ideology, it is found that even in the open courses where authenticity is questioned, the amount of teachers' discourse is still too much, and students do not really become the subject of the class. Teachers in the classroom involved in ideological and political content, have an impact on students' outlook on life. Both new and old teachers should constantly innovate their own classroom teaching methods, instead of forming bad professional habits. These problems indirectly provide reference value for education reform and self‐improvement of teachers.

關鍵字

Teacher discourse analysis ； Online course ； Words Number ； Questioning Methods ； Feedback

參考文獻

Steve Walsh.(2002).Instruction or obstruction: teacher talk and learner involvement in the EFL classroom. language Teaching Research(1),. doi:10.1191/1362168802lr095oa.

Chaudron, C. Second Language Classrooms: Research on Teaching and Learning [M]. Cambridge: Cambridge University Press, 1998.

Huang Guowen. (2020). Analysis of English teaching materials in the perspective of thinking and politics. Chinese Foreign Languages (05), 21-29. doi:10.13564/j.cnki.issn.1672-9382.2020.05.004.

Qiu Pei-Chi. (2011). Teacher discourse optimization in the output-based teaching model of university English. (03), 14-16. doi:10.16792/j.cnki.1672-6758.2011.03.007.

Wang Zhenping. (2012). A case study of teachers’ discourse analysis in university English classrooms. (02), 90-93. doi:10.13265/j.cnki.jxlgdxxb.2012.02.024.