Meaning the Pilot- form center EFL classroom environment focused teaching inquiry
|School||Nanjing Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||Form of focused teaching Pilot FOF classroom behavior Significance as the center of the EFL classroom|
Due to the impact of some second language acquisition theory, the form of focus (syntax) the status of teaching in English teaching in China significantly weakening, many teachers ignored while strengthening communicative language forms professor, also ignore the students language output in a variety of syntax errors corrected. As a result, the language learner's understanding and expression of fluency improved accuracy and complexity is unsatisfactory, even interlanguage fossilization. Since the early 1990s, the form of focused teaching (focus-on-form referred to as FOF) that the language in the form of teaching into socially-centered classroom, second language acquisition researchers and language teachers a common concern has been research focus. The FOF research theory and practice show that it can effectively promote the development of learner interlanguage system to improve the effect of language acquisition. This idea of ??the new teaching mode has become the mainstream of international forms of teaching and research; domestic also began Comment and Empirical Research. FOF can be divided into reactive (reactive) and pilot (preemptive). The former refers to corrective feedback; latter refers to the meaning of sexual activity does not appear to teachers or students in the case of linguistic errors made in advance to solve a form of the problem, in order to make communication smooth. FOF, whether domestic or foreign studies focused on the reaction of FOF's against the pilot study less, especially in the country. The reason why this study for the pilot of the FOF the classroom behavior (FOF episodes) because the the FOF classroom behavior of the pilot, including student-initiated FOF student-initiated FOF classroom behavior easier to enable students to understand, to provide students with more correct language output the opportunity to promote language acquisition. The purpose of this study is to describe pilot-the FOF classroom behavior in our English class phenomenon. The researchers observed to Record two EFL teachers taught at the University of spoken English course (four 160 minutes), the quantitative and qualitative analysis of the pilot the FOF classroom behavior, the main findings are as follows: 1) pilot the FOF classroom behavior The frequency of occurrence of 37% the reactive FOF classroom behavior compared to 63%; 2) most of the pilot-the FOF classroom behavior initiated by teachers rather than initiated by the students, the ratio is 68% and 32%, respectively. 3) the FOF classroom behavior initiated by the students (especially English level higher) than the the teachers initiated FOF classroom behavior successfully comprehend (successful uptake), a greater proportion of the ratio of 88.9% and 37.5%, respectively. 4). The pilot the FOF classroom behavior for the First vocabulary, followed by the syntax, the ratio of 39.3% and 25%, respectively, and both teacher initiated student-initiated the FOF classroom behavior are mainly in vocabulary and grammar. The Teaching Suggestions are given based on the conclusions of: the focus should be more concerned about the form of pilot teaching in the classroom, teachers should develop the ability to ask questions of the students in the form of language; authors also noted that the direction of future research.