Luận Văn Thạc Sĩ Việc Sử Dụng Ngôn Ngữ Của Giáo Viên Tại Trường THPT Lý Tử Tấn, Hà Nội

Việc Sử Dụng Ngôn Ngữ Của Giáo Viên Tại Trường THPT Lý Tử Tấn, Hà Nội Và Những Gợi Ý Để Đạt Được Sự Tương Tác Hiệu Quả Trong Lớp Học​

Language teaching is a complex process involving many interrelated factors. Larsen- Freeman (2000) points out: language teaching can be summarized into three fields: language learner/learning (How to learn); language/culture (What to Learn); teacher/teaching (How to teach). Since the 1960s, the research on classroom discourse has grown rapidly. Before that, teaching methodology has been explored and an effective teaching method is tried to be found. Since teaching methods don‟t play a decisive role in language classrooms (Long, 1981a), the focus has shifted from teaching methods to teacher talk in classroom process. Just as Ellis (1985:143) points out: “Classroom process research, as Gaies calls the study of communication in the classroom, has taken a different form. The earliest was interaction analysis … An alternative approach focused only on the language used by the teacher when addressing second language learners. It sought to tabulate the adjustments which occur in teacher talk. ”

• Luận văn thạc sĩ giáo dục
• Chuyên ngành lý luận và phương pháp dạy học tiếng Anh
• Người Hướng dẫn: Nguyễn Thị Bích Ngọc
• Tác giả: Lê Thanh Hoa
• Số trang: 62
• File PDF-TRUE
• Trường ĐH Ngoại Ngữ Hà Nội 2012

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http://dlib.vnu.edu.vn/iii/cpro/DigitalItemViewPage.external?sp=1006217
https://nitro.download/view/9D9393212CA3665
https://drive.google.com/drive/folders/1yLBzZ1rSQoNjmWeJTM6cEZ3WGQHg04L1