论文写作输入互动.ppt

Input/Interaction in classroom settings Language teaching method was regarded as the principal determinant of sucessful learning. Scherer, Wertheimer(1964) and Smith(1970) compared the effectiveness of language teaching methods such as grammar-translation, audio-lingualism, and cognitive code, but were not able to demonstrate that one was more successful than another. It was hypothesized that classroom interaction was the major variable affecting SLA in formal settings. People recognize that whether it is a subject lesson or a language lesson, successful outcomes may depend on the type of language uesd by the teacher and the type of interaction occurring in the classroom. different language teaching method very similar patterns of classroom communication similar language learning outcomes classroom communication Gaies(1983) classroom process research 1. interaction analysis 2. teacher talk 3. discourse analysis Interaction analysis It was initiated in subject classroom. Flanders 1960s category system Moskowitz 1971 adapted the system into language classrooms. Fanselow(1977) and Allwright(1980) Allright proposes that classroom interaction should be accounted for in terms of three types of analysis: (1) a turn-taking analysis(turn-getting, turn-giving) (2) a topic analysis (3) a task analsis Interaction analysis Long(1980) criticizes the interaction analysis systems. ---the choice of variables in the classroom interaction to be examined. eg. what features of classroom language to categorize. The categories selected are no more than “subjective hunches”, as they are not verified by SLA research. eg. Allwrights turn--taking analysis There is no basis in language learning theory for distinguishing the turn-getting category of accept(i.e. a response to a question or instruction) and steal(i.e. a response to a question addresse