Please use this identifier to cite or link to this item: http://scholarbank.nus.edu.sg/handle/10635/31636
Title: 对外汉语课堂学生自主话语与师生互动研究 = A Study of Student-Directed Talk and Teacher-Student Interaction in a CSL Classroom
Authors: 王丹
WANG DAN
Keywords: Sociocultural Theory,Conversation Analysis,Student-directed talk,Teacher-student interaction,Second language teaching,Second Language Acquisition
Issue Date: 21-Mar-2011
Source: 王丹,WANG DAN (2011-03-21). 对外汉语课堂学生自主话语与师生互动研究 = A Study of Student-Directed Talk and Teacher-Student Interaction in a CSL Classroom. ScholarBank@NUS Repository.
Abstract: Student-directed talk is one of the forms of student output in teacher-student interaction in second language classrooms, which means a new topic or additional information introduced by students. Therefore, they enjoy initiative in turn-taking and turn-initiation to a certain extent. However, there are very few studies conducted to explore this special kind of student talk, especially in the field of Chinese language acquisition and teaching research. This dissertation investigates student-directed talk, teacher?s response and the related teacher-student interaction sequences in a Chinese as a second language (CSL) classroom of intermediate level. Through the analysis of these key points from the data, this study explores the following questions: (1) What are the characteristics of student-directed talk in a CSL comprehensive class? (2) What are the characteristics of teacher response to student-directed talk and their influence to interactional consequences? (3) What are the related teacher-student interaction patterns? (4) What is the relationship between student-directed talk and second language acquisition (SLA)? The study takes Sociocultural Theory as its conceptual framework, and also utilizes Conversation Analysis to conduct data collection and research work. The findings reveal that there are two categories of student-directed talk: initiated by teacher or initiated by students themselves. Teacher?s response also falls into two types: closed response and expandable response. In chapter six, this dissertation induces teacher-student interaction patterns regarding student-directed talk in traditional Chinese language teaching classroom. Last but not least, we elaborate the relationship between student-directed talk and SLA, mainly from the perspective of theory, which need further experimental research and exploration. Eventually, we hope our findings have practical value in the field of Chinese language teaching. Teachers are encouraged to provide ample learning opportunities for students, which take on the form of students' spontaneous participation in class interaction or activities.
URI: http://scholarbank.nus.edu.sg/handle/10635/31636
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