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Cross-cultural Communication WangJingdong Trial Class • Teaching english to a class of 27 students • The purpose: explore any potential difficulties in teaching this series in a communicative and autonomous-learning way to a large size class, and to try out online solutions to them. • Learners: dropouts of the last national university entrance exams. Attitudes towards Communicative Approach Against -voices: Pro-voices: • Open the learners’ mouth • Overcome “mute English” • Quality education •Yeah, it’s good, but •exclusive concern with exam and certificate •the class size is too big for it •contact hours being cut •“It’s a waste of time to do group work, etc.” Meanings of Being Communicative Respect for the learner -learner-centred Use, not just study Oracy Interaction Fluency as well as accuracy Authenticity Discourse Exchange of information Skills integration Eclecticism General qualities of a successful autonomous learner be able to learn, to a great extent, independently as well as collaboratively be capable of self-discipline be capable of self-management be capable of self-monitoring be capable of initiative-taking be confident and persevering be capable of developing one’s own learning style and strategies be able to lead and control New Orientation Preview and preparation preparation Initiative autonomous learning tasks Classroom spoonfeeding Classroom teacherassisted tasks Review by sorting out notes Follow-up & initiative autonomous learning tasks Week 1 Week 2 Initiative autonomous learning tasks Follow-up & initiative autonomous learning tasks Classroom teacherassisted tasks Classroom teacherassisted tasks Follow-up initiative autonomous learning tasks & Week 3 Classroom teacherassisted tasks Follow-up & initiative autonomous learning tasks Classroom functions in autonomous learning Monitoring/checking autonomous learning tasks Classroom teacher-assisted learning tasks Problem-solving Interactions between Ss and ST Autonomous learning training Highlight the essential points Assessment-oriented tasks Learning Analysis To learn something: learning as action Being learning something: learning as process Have learned something: learning as result Learning as action • • • • • • • Pragmatic (功利型) practical (实用型) shortcut-taking (速成型) listening-to-teacher (听课型) competitive (竞争型) learning-oriented (做学问型) give-up (放弃型) Learning as process knowledge about English vs Skill in using English Know something vs know how to do something vs can actually do something Learning as result Internalization (内化) Learner-learning-teacher interaction (action) (process) (result) Teacher-dependent learning as if learning can be done by teacher for student Learner Organization and Classroom Management (1) Grouping and group structure grouping: 10 structure: group leader and secretary GL and GS training Group identity Group reshuffle Group identity : team spirit, group pressure and pride • Top girls • Fresh breeze • sweat voice • Rainbow • yahoo • Edge • OICQ • Melody • sparkling • Crystal • Wind flower • No name Group independent pre- & post class activities Teacher-assigned self-initiated textbook-based other-source-based group performance record Patterns of Group Learning • Individuals working alone first before reaching a collective consensus • working in pairs first before reaching a collective consensus • GL eliciting while GS taking notes and summarizing • debating in sub-groups • dividing the job and each doing his/her own share • Reprsttv reporting while others cmt/ch/cmp Problems in group work activities Some groups cannot do group work due to character clashes or proficiency differences. Some cannot be group leader for lack of experience, or inability. In-class group activities cannot be completed at the same time. Some groups get their work done much faster than weak groups. Timing becomes a serious problem. Some group work tends to switch to Chinese in order to save time. Classroom management • • • • • • Seating arrangements in-class intra- & inter- group activities classroom discourse timing on-line reflection:journal & taping disciplinary control Disciplinary control • • • • • • Talking about irrelevant things Absent-minded Cannot follow for lack of preparation Some even forgot to bring their books Late for the class Escape from their turn of presentation or performance