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頁籤選單縮合
| 題 名 | Exploring Student Talk in a Taiwanese English Reading Class=探索臺灣學生在英文閱讀課中的談話內容 |
|---|---|
| 作 者 | 周利華; | 書刊名 | 教育研究與發展期刊 |
| 卷 期 | 3:2 2007.06[民96.06] |
| 頁 次 | 頁137-161 |
| 分類號 | 521.598051 |
| 關鍵詞 | 以教師為中心; 文學討論小組; 教學法; Teacher-centered; Literature-based discussion groups; Pedagogy; |
| 語 文 | 英文(English) |
| 中文摘要 | 第一第與第二外語的研究學者發現,在以教師為中心的傳統課堂中,教師傾向於操控大部分的交談,而課堂上談話內容大多局限於誦交談的類型。在這種情況下,學生的聲音經常被忽視了。為使學生學習更有意義,本研究將臺灣中學生在英文閱讀課中,以文學討論小組探討五篇短文內容做仔細檢視與探討。透過有系統的對談分析,顯示出學生能夠合力找出英文單字的含意,把他們的生活和故事內容融合起來,熱烈地討論故事內容,並且對故事作評論。本研究提出之文學討論小組教學法,可供目前從事以英語為外語教學的老師有另一種選擇。 |
| 英文摘要 | First language (L1) and second language (L2) researchers discovered that in traditional teacher-centered classrooms, teachers tend to do most of the talking, and classroom discourse in most classrooms is limited to recitation type of talk. Under such circumstances, students’ voices are ignored. To make learning meaningful, this study documents and examines the patterns of students’ talk in response to five short stories through literature-based discussion groups among Taiwanese secondary high school students in an English reading class. Students’ spoken data including report group discussions and reading discussions were studied in detail, through systematic discourse analysis, the result shows that students worked collaboratively to construct simple meaning, connect their lives to the stories, engage in the discussions, and comment on the stories. The study has implications for an alternative pedagogy for English teachers in contemporary English as a foreign language (EFL) classrooms. |
本系統中英文摘要資訊取自各篇刊載內容。