文档介绍：EFL Teacher Education 09:
Strategic Interaction - JT
Strategic 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, 2009
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Orientation …
Today’s topics:
Rationale for strategic interaction
Understanding language learning strategies
Exploring 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 actions
Conclusion
Elements involved in today’s seminar:
Theme: Strategic interaction
Elements:
Language learning strategy (LLS) theories
The new English Curriculum Standards (ECS) (MOE, 2001, 2003)
Research data
Textbook analyses
My interpretations based on research, practice, and experience
My suggestions for the Junior EFL classroom instruction
A story of a strategic learner
(A essful 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 (., five, alive);
(3) Fun and interesting like Chinese.
Strategies used by the teacher and the student:
Imitating: ., “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: ., 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 pany:
“What’s this in English?”(Pointing to a mirror on the wall)
“Oh, it is a