Dissertation > Language, writing > FOREIGN > English > Language teaching

A Case Study on CET’s Use of Euphemisms in Interactive Classrooms

Author LiuMingFang
Tutor YuanXueFen
School Central South University for Nationalities
Course Foreign Linguistics and Applied Linguistics
Keywords college English teacher college English classroom teaching interaction euphemisms
CLC H319
Type Master's thesis
Year 2010
Downloads 141
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Interaction between the teacher and students has become a crucial means and indicator to measure college English classroom teaching (CECT) based on New College English Curriculum Requirements (NCECR) issued by Higher Education Bureau of People’s Republic of China in 2007. Thereof, how to fulfill the effective teacher-student interaction (TSI) and enhance the efficiency of the Ss’foreign language learning (FLA) in CECT has aroused the college English teachers’concern. The main purpose of this thesis is to explore the strategies for the teacher’s CECT and students’FLA through the study on college English teachers’use of euphemisms in interactive classrooms on the part of the teacher.The study on college English teachers’use of euphemisms in interactive classrooms (CETUEIC) involves three dimensions, namely, English teaching approaches, linguistic theories and theories of second language acquisition (SLA).The present study aims to explore the questions which are crystallized into three research questions:1. What is the actual condition of CETUEIC?2. What is the relationship between CETUEIC and the interaction of CECT and the students’FLA?3. How do euphemisms function in the environment of the interactive CECT?In order to solve the foregoing research problems, classroom observation towards five college English teachers (CET) teaching art majors in Wuhan University of Science and Engineering (WUSE) by means of a video camera and an investigation towards 140 students from the art majors in WUSE through questionnaires based on interval sampling are conducted. The contents in the designed questionnaire involve CECT, SLA and euphemisms use. The Statistics and analysis as to the questionnaire and the classroom observation are conducted quantitatively, qualitatively and with the two to get the information about the actual situations of CECT, euphemisms use and the emotional needs of the Ss towards CECT.The results of the investigation and classroom observation show that there is a close relationship between the teacher’s use of euphemisms and the interaction in CECT and the students’SLA. Most of the CET have the sense of euphemism but their expression in terms of means of euphemism is limited in the environment of the interactive CECT. The use of euphemisms in CECT involves a variety of aspects so that the professional and personal qualities are required to upgrade so that they can fully comprehend the contents of the course, teaching approaches and teacher’s roles; motivate Ss’affective factors in the classroom teaching during the process of students’SLA and explore the potential of students; strengthen the meaningful interaction in CECT to create a relaxed classroom atmosphere and exhibit the leading role of the teacher and the main role of the students in CECT.

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