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关键词： Literacy   Linguistics   English Language Arts   English Language Learners   Thesis  

摘要： This dissertation explored ways in which teachers might offer explicit support and strategies for English Language Learners (ELLs) to read and respond to literature in analytical ways, a central goal of the English Language Arts (ELA). Data were collected as part of a larger development project that called upon socio-linguistic and socio-cultural theories of language and learning to design professional development materials and classroom lessons for primary-grade teachers in a high-poverty, urban school district. One strand of the project's curriculum focused on supporting students to interpret and evaluate literary characters and to write arguments. The dissertation focused on three aspects of the project: students' classroom conversations about literature, teachers' writing instruction and students' written analyses, and the iterative research process that supported the development of instructional approaches. The first area of investigation employed qualitative analysis of classroom conversations, offering evidence that grammatical metalanguage from systemic functional linguistics (SFL) and related artifacts can support ELLs in meaningful discussions about literature in which they interpret and evaluate characters. The second area of inquiry explored the implementation of writing lessons informed by socio-linguistic genre theory, as well as the students' writing of character analysis, a form of argument valued in secondary ELA. Qualitative analyses found that students participated in classroom conversations that highlighted natural constraints and choices consistent with the target genre and its social purpose, but at times, the teachers imposed unnatural constraints on students. Sociolinguistic analyses of the students' writing found that students successfully responded to the prompts, using language appropriate to the genre and its purpose. Specifically, students took varied evaluative stances in response to prompts, modified their interpretations of character

关键词： 情境教学   教学环节   过渡   衔接  

摘要： 本文结合具体教学实例,阐述了中职英语情境教学中,如何贴近生活,运用过渡艺术,使不同类型的课各环节丝丝相扣,过渡自然流畅。

关键词： 课堂问题行为   原因   对策  

摘要： 处理小学英语课堂中的问题行为是一门艺术,需要掌握一定的策略和技巧。本文针对小学英语课堂中存在的问题行为,分析了其产生的原因,提出了相应的对策。

关键词： 高师院校   大学英语   分类指导   课程体系   艺术类  

摘要： 在经济全球化、文化多元化的背景下,随着我国改革开放的深入和国际文化交流的繁荣,高师院校学生的英语水平需要跟上时代的步伐。文章通过对哈尔滨市某高校2012级音乐系的学生进行问卷调查,通过分析与讨论发现学生的英语基础薄弱,大学英语存在教学模式单一、课程设置不系统等问题,因此有针对性地提出制定灵活的大学英语课程体系,以学生和社会需求为基础转变教学模式,进行分类指导,并对大学英语分类课程体系的建设提出了相应的设想。

关键词： 高职高专   艺术英语   课堂导入   教学试探  

摘要： 本文通过分析高职院校艺术类专业学生的英语学习情况,以及专业要求和专业学生的特点,强调课堂教学导入环节的重要性,提出几种教学导入方法。

关键词： 大学英语   课堂语言   艺术   魅力  

摘要： 随着时代的发展和国际交流的进一步加强,英语作为交流工具受到了人们的广泛关注。而大学英语作为各大高校在校生的基础必修课,在教学中占有重要的地位。大学英语课堂是教师与学生进行面对面交流与沟通的语言平台,教师的教学语言将会对学生的学习兴趣及教学效果产生重要影响。所以,大学英语教师在教学过程中应注重课堂教学语言的使用,使他们充满艺术性和魅力。

关键词： 艺术类高职院校   改革   探索  

摘要： 在快速发展的当今社会,我国的英语教育的普及率大大提高。而对于艺术类高职院校的学生,他们较差的英语基础将成为将来步入社会的一个严峻的问题。本文针对艺术类院校的英语学习状况,提出了一些思考和建议。以期待对当前的艺术类高职院校的英语教学的发展有一些帮助。

关键词： 高中英语课堂   课堂教学过程   创设问题情境  

摘要： 学生对课堂的感知是通过导入实现的,一个成功的开场白,就会给学生带来全新的感受,让学生顺利地跟上教师的教学节奏;反之,一个失败的导入或是没有导入就直接开始讲课,学生的思维仍然停留在上一件事、上一节课上,会让教学的效率大打折扣。因此,在课堂教学过程中,教师要结合高中生的生理和心理特点,采取一些灵活、巧妙的导入,展现教师的语言魅力,为学生创设能够激发他们的兴趣、吸引他们的好奇心的情景,使学生获得更多的认知体会,激发

关键词： fidelity of implementation   adolescent readers   reading achievement   student engagement   English/Language Arts curriculum   Tier I curriculum  

摘要： As many scholars have noted, the educational system in the United States is entrenched in a literacy crisis (e. g., Boardman et al., 2008; Haynes, 2005; Moje et al., 2008; Torgesen et al., 2007). Lee, Grigg, and Donahue (2007) found that approximately two-thirds of both eighth- and twelfth-graders read below proficiency and lack the reading skills needed to succeed in school. With the national movement towards a Response to Intervention (RTI) context of identifying and intervening with struggling learners, the Tier I general education classroom is the first line of defense in preventing and intervening with literacy difficulties. Proponents of RTI believe that comprehensive and coordinated instruction that is implemented with fidelity can improve outcomes for all students. However, fidelity has not been clearly defined in the literature, and has historically received less attention in the K-12 education literature (Ruiz-Primo, 2005; Summerfelt, 2003). The purpose of this study was to evaluate the correlation between teachers' fidelity to an English Language Arts curriculum and student outcomes on measures of reading achievement. An observational tool was constructed to record the fidelity of implementation to a middle school English/Language Arts (ELA) curriculum. Results indicated that students' reading scores increased as the time teachers spent delivering ELA instruction (dosage) increased. Additionally, the more time spent in independent practice in classrooms, the less engaged students were in instruction. Limitations to statistical power, the representativeness of the sample, and the observational tool created for the study are important to consider when interpreting the results of this study.

关键词： 创造性   实践性   自主性  

摘要： 家庭作业，一直以来都是课堂教学任务之外的有效延伸，是巩固老师教和学生学的一个重要支点。语文、数学是这样，英语学科亦是这样。