ABSTRACT
Teachertalkisthemainmethodandmediumforteacherstoconducttheirclassroomteaching.Italsoreflectstheprocessandapproachofclassroomteaching（ChengXiaotang2009）。Nunan（1991:189）pointsoutthatinEnglishclassroom,teachertalkisnotonlyatoolfororganizingclassroomteaching,butalsoamajorsourceoflearners'comprehensibleinputofthetargetlanguage.Thequalityandquantityofteachertalkinfluence,toagreatextent,theeffectofEnglishclassroomteaching（Hakansson1986）。
Atthebeginningofthe1970s,manyoverseasscholarsbegantoresearchteachertalk.Inthe1980s,mostoftheresearchesonteachertalkfocusedonteachinglanguage.Inthe1990s,withincreasingknowledgeoflanguageacquisitionprocessandtherolecommunicationplaysinclassroomteaching,“TeacherResearch”wasadvocatedbysomescholars（Edge&Richards1998;Crooks1993）andtheyhavesystematicallyresearchedSecondLanguageClassroominordertofurthertheirunderstandingofteachingandlearning.Theyexploredtheexistingproblemsinsecondlanguageacquisitionandmakeanintensivestudyofteacherlanguageandbehavior.Inrecentyears,researchershavecarriedoutanumberofstudiesinChinaconcerningtheteachingandlearningprocessinEFLclassroom.However,therearefewpapersaboutforeignlanguageteachers,andonlyseveralpapersinvolveteachertalkinEnglishclassroomteaching.Therearefewerpapersconcerningteachertalkinminorityuniversities.Theauthorintendstoprovidereferenceforrelevantresearchesthroughanalyzingandstudyingthecharacteristicsofteachertalkinminorityuniversities.
FourCollegeEnglishteachersareobservedinthisstudy.Theauthorbuildsthestudyonsuchtheoriesas“InputHypothesis”,“InteractionHypothesis”and''OutputHypothesis“.Naturalisticinquiryisadopted.Theauthorobservesandrecordstheclassroomteachingprocessandhandsoutthequestionnairesinthesefourteachers'classesrespectively.ThentheauthoranalyzesthedataofthequestionnairebyusingSPSS16.0andtranscribestheclassroomaudiorecording.Onthebasisofthedata,thecharacteristicsofteachertalkareanalyzedanddescribedandatthesametime,useflilandeffectivemeasuresareproposedtohelpimproveteachertalkinCollegeEnglishclassroom.
ThestudyinvestigatesandanalyzesteachertalkinCollegeEnglishclassfromsuchaspcctsastheamounto「teachertalk:thepercentol”displa/questionsandreferentialquestionsrespectively;teachers'interactionalmodificationsandthepercentageofcomprehensionchecks,confirmationchecksandclarificationrequestrespectively;teachers'feedbackanderrortreatment.
Thethesisconsistsoffivechapters.ChapterOneisintroduction.Researchbackground,purposeandsignificanceofthepresentstudyareintroducedinthispart.
Thesecondchapterisliteraturesurveyofthestudiesondiscourseanalysisandteachertalkwhichhavebeenconductedathomeandabroad.Thedefinitionofteachertalkandtheoreticalfoundationofthestudyarealsoinvolvedinthispart.InChapterThreethemethodologyofthestudyisbrieflystated.AdetaileddescriptionandanalysisofteachertalkaremadeinChapterFour.ThelastchapterwilldrawaconclusionandputforwardsomesuggestionsforhowtoimproveEnglishclassroomteachertalk.
Keywords:CollegeEnglishclass,teachertalk,teachertalktime,teacher'squestions,interactionalmodification,teacher'sfeedback
ABSTRACT
IncollegeEnglishlistening&speakingclassrooms,languageandothersemioticsystemscooperatetogethertohelpstudentsconstructmeaning.Itcanbereflectedinthedesignoftextbooksandtheuseofaudios,videosandimages,etc.Thus,inthisthesis,thetheoreticalfoundationisthetheoryofmultimodaldiscourseanalysis（MDA）derivedfromSystemicFunctionalLinguisticsandSocialSemiotics.TheessenceofMDAisthatothersemioticresourcessuchas:images,audios,etc.areasimportantaslanguageinthemeaning-makingsystem.VisualGrammar,AcousticalGrammarandtheintegratedframeworksofMDAarethemainanalysisapproachesinthisthesis.
Meanwhile,theresultsoftheteachinginvestigationandtheMDAfortextbooksarethepracticalfoundationforthemultimodalteachingdesign,providingfeasibleandeffectivesuggestionsinthisthesis.Accordingtotheresults,itcanbeconcludedthatstudentshavemoreorlessrealizedmultimodalityinthiscourseandarguethatmultimodalityshouldbeusedinmoderation;multimodalclassroomactivities,socialcontent,etc.shouldbebroughtintotheclass;teachersshouldremindstudentstopayattentiontoimages,fontschangeandothermultimodalfactorsintextbooks.
Therefore,whenconductingthemultimodalteachingdesign,attentionshouldbepaidto:（1）Modalitiesinfluenceeachotherwithclearprioritiesinthiscourse.（2）Wordsmodalityandacousticalmodalityaretheprimarymodalities,whileothermodalitiesarejustusedastoolstoprovidesupplementaryinformationandtoimproveteachingefficiency.（3）Thechosenmodalitiesshouldprovidesupplementaryinformationtomakethelearningmaterialmoreeasilyunderstoodandhelpstudentsconcentrate.Then,onthebasisoftheaboveprinciplesandthewriter'steachingexperience,asampleteachingdesignhasbeenworkedout,thenits'feasibilityandeffectivenesshavebeenverifiedbyanempiricalstudywiththemethodofinterview.
KEYWORDS:multimodality;collegeEnglishlisteningandspeakingcourse;teachingdesign;teachinginvestigation;textbookanalysis
Abstract
Withthedevelopmentofglobalizationandthedemandoftheinternationalenvironment,especiallytheincreasingoftheinternationaltradeactivity,thethirdpartytestingindustry,astheoneofthemoderntechnologyserviceindustries,hasbecomethebestoneoftheserviceindustrieswiththefastestgrowthandbrightestfuture.Withtheopeningofthedomesticthirdpartytestingmarketandthesupportofnationalpolicy,moreandmoreforeignandprivatethird-partycompaniesjointheChinesethirdpartytestingmarket,causingtheindustrycompetitionisveryfierce.Itisanimportantsubjectforathirdpartytestinginstitutiontosurviveinthecompetitivesituationbyimprovingitsserviceslevelandquality.
Aftersevenyearsofrapiddevelopment,Mcompany,oneofthethird-partytestingcompanyindomesticmarket,meetsthebottleneckproblemsduringthedevelopment.Afteranalyzing,thisarticlefoundthemainproblemsarerelatedtoserviceproductsandservicedeliveryprocess,andtriedtofindawaytosolvethemthroughdiscussingcoreservices,additionalservices,serviceTAT,price,process,people,productivityandqualityandetc.
ThroughtheSWOTanalysismethodandtheanalysisofquestionnairesurveytoanalyzethestatusofMcompany,andusingShostack'sformulaservicemodeltobuildtheservicemodelofMcompany.CombiningwithLovelock's8Ptheoryofservicesmarketing,theimprovementmethodsofservicemarketingmixstrategyaresuggestedintheProductstrategies,Placeandtimestrategies,Pricingstrategies,Promotionandeducationstrategies,Processstrategies,Physicalenvironmentstrategies,Peoplestrategies,Productivityandqualitystrategies.Hopefully,thearticlecanbehelpfultoothercompaniesinthethirdpartyindustry.
Keywords:ServicesMarketing;TheThirdPartyLaboratory;TheThirdPartyTesting
ABSTRACT
Englishisoneoftheworldcommonlanguages;itisanimportanttoolforinternationalcommunication.Englishisapubliccompulsorybasiccourseforstudentsofsecondaryvocationalschools.Readingisanimportantprocess,whichplaysaveryimportantroleinstudents'Englishlearning.Therefore,theteachingofreadingisalsoveryimportant.However,inEnglishteachingofvocationalschools,readingisalwaystheweaklinkinthevocationalschoolEnglishteaching;themainreasonisthatmoststudents?basisEnglishisverypoor.TheyhavenointerestinlearningEnglishandtheirwaysoflearningareimproper.What?smore,mostteachers?teachingmethodsaregenerallysingleandrelativelybackward.Studentscannotactivelyparticipateintheclassroomactivities,resultingininefficientreadingteaching.Thentheteachingeffectisnotobviousenough.Asaresult,thestudents'readingabilityisverypoor,whichcanseriouslyaffecttheircomprehensiveabilityofusinglanguage.ThetraditionalteachingofEnglishreadinginvocationalschoolisateacher-centeredteachingmodeandstudentsintheclassroomarepassiveaudiences.Astimegoesby,thetraditionalteachingmethodscannotfullyarousestudents?enthusiasm,initiativeandcreativity.Itisdifficulttostimulatestudents'interestinlearning,whichleadingtheefficiencyofreadingclasstobereducedgreatly.
InEnglishreadingteaching,usingthemodernteachingmediaeffectivelycanrepresenttherealsituations,makeclassroomformsflexibleanddiverse,richandcolorful,arousethestudents'multisensorylearning,enablestudentstoobtainknowledgeandincreasethechannelsofinformation.Themultimediateachingcreatesagoodlearningenvironmentforstudents,andcultivatesstudents'interestinlearning,arousestudent'sinitiative,enthusiasmanddesireforknowledgegreatly.Ithasplayedapositiveroleininspiringthestudents?observationabilityandpracticeabilityandimprovingteachingeffectandteachingefficiency.
Inthispaper,combiningwiththecharacteristicsofvocationalschoolEnglishsubject,wediscusstheapplicationsofmultimediainEnglishreadingteachinginvocationalschools,hopingtosolvesomeproblemsinteachingofvocationalEnglishreadingatthepresentstageandtoimprovethestudents'readingabilityandimprovestudents'abilityofusingthelanguage.
KeyWords:modernteachingmedia;Englishreadingteaching;Teachingdesign
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