Role-play is recommended as a useful method to solve the problem of oral English teaching. It's much more than a performance and it can be considered as a way to vary the kinds of spoken interaction that learners ...Role-play is recommended as a useful method to solve the problem of oral English teaching. It's much more than a performance and it can be considered as a way to vary the kinds of spoken interaction that learners can experience in the classroom of universities. Through the use of role-play, oral English teaching becomes more interesting and attractive; university students can gain more oral English skills in the mini society atmosphere, and the accuracy and fluency of their oral English will be improved.展开更多
Role-play the conversation是人教版初中英语教材在修订时新增加的板块。在进行该板块的教学中，教师可以借鉴舞台表演的换景手法，拓展单一的课堂教学场景，丰富Role-play教学的语料，使学生在巩固语言知识、发展语言技能的同时，潜...Role-play the conversation是人教版初中英语教材在修订时新增加的板块。在进行该板块的教学中，教师可以借鉴舞台表演的换景手法，拓展单一的课堂教学场景，丰富Role-play教学的语料，使学生在巩固语言知识、发展语言技能的同时，潜移默化地进行语言知识和技能向语用能力的转化，并且提升学生的思维品质。展开更多
Role-play在初中英语教学活动中占据着重要的位置,但教材中的Role-play板块往往没有得到充分的利用。本文从口语能力与综合语言能力不可割裂的关系以及Role-play文本的特殊性角度出发,提出语言能力视角下的Roleplay教学路径,综合内容、...Role-play在初中英语教学活动中占据着重要的位置,但教材中的Role-play板块往往没有得到充分的利用。本文从口语能力与综合语言能力不可割裂的关系以及Role-play文本的特殊性角度出发,提出语言能力视角下的Roleplay教学路径,综合内容、思维和语言,综合看、听、读、说各项语言技能,以人教版《英语》(Go for it)七年级下册Unit 3的Role-play板块教学实例进行阐释说明。展开更多
The present study is a comparison study of research instrument in the field of interlanguage pragmatics. Sixty-two Chinese EFL university students participated in the study. Written DCT and oral role-plays were design...The present study is a comparison study of research instrument in the field of interlanguage pragmatics. Sixty-two Chinese EFL university students participated in the study. Written DCT and oral role-plays were designed in four stimulus types of refusal strategies--refusals to invitations, suggestions, offers and requests. Chi-square test and frequency were used for quantitative data and transcription of the tests was used for the qualitative data. The results show that there is no significant difference between the two tests in terms of strategies choices, but written DCT can produce a longer sentence while oral role-plays can yield a more natural expression.展开更多
Education in the new era advocates taking students as the main body and improving students’core literacy on this basis.Subjectivity has also become one of the keys to quality education.Primary school is not only the ...Education in the new era advocates taking students as the main body and improving students’core literacy on this basis.Subjectivity has also become one of the keys to quality education.Primary school is not only the initial stage of life,but also the key period to develop students’subjectivity.At present,there are many problems in class activities,such as the weak concept of taking students as the main body,the lack of subject consciousness among students,the flawed construction system of class activities,the unreasonable evaluation system of class activities,and so on.By establishing the role-playing model under the background of“class activity month,”students can play different roles in class activities and participate in various links,such as theme selection,scheme design,organization,implementation,summary,and evaluation of class activities.Through this process,it does not only improve the quality of class activities,but also cultivate students’subject consciousness and ability in a certain subject,thus highlighting their subject status in class activities.展开更多
文摘Role-play is recommended as a useful method to solve the problem of oral English teaching. It's much more than a performance and it can be considered as a way to vary the kinds of spoken interaction that learners can experience in the classroom of universities. Through the use of role-play, oral English teaching becomes more interesting and attractive; university students can gain more oral English skills in the mini society atmosphere, and the accuracy and fluency of their oral English will be improved.
文摘Role-play the conversation是人教版初中英语教材在修订时新增加的板块。在进行该板块的教学中，教师可以借鉴舞台表演的换景手法，拓展单一的课堂教学场景，丰富Role-play教学的语料，使学生在巩固语言知识、发展语言技能的同时，潜移默化地进行语言知识和技能向语用能力的转化，并且提升学生的思维品质。
文摘Role-play在初中英语教学活动中占据着重要的位置,但教材中的Role-play板块往往没有得到充分的利用。本文从口语能力与综合语言能力不可割裂的关系以及Role-play文本的特殊性角度出发,提出语言能力视角下的Roleplay教学路径,综合内容、思维和语言,综合看、听、读、说各项语言技能,以人教版《英语》(Go for it)七年级下册Unit 3的Role-play板块教学实例进行阐释说明。
文摘The present study is a comparison study of research instrument in the field of interlanguage pragmatics. Sixty-two Chinese EFL university students participated in the study. Written DCT and oral role-plays were designed in four stimulus types of refusal strategies--refusals to invitations, suggestions, offers and requests. Chi-square test and frequency were used for quantitative data and transcription of the tests was used for the qualitative data. The results show that there is no significant difference between the two tests in terms of strategies choices, but written DCT can produce a longer sentence while oral role-plays can yield a more natural expression.
文摘Education in the new era advocates taking students as the main body and improving students’core literacy on this basis.Subjectivity has also become one of the keys to quality education.Primary school is not only the initial stage of life,but also the key period to develop students’subjectivity.At present,there are many problems in class activities,such as the weak concept of taking students as the main body,the lack of subject consciousness among students,the flawed construction system of class activities,the unreasonable evaluation system of class activities,and so on.By establishing the role-playing model under the background of“class activity month,”students can play different roles in class activities and participate in various links,such as theme selection,scheme design,organization,implementation,summary,and evaluation of class activities.Through this process,it does not only improve the quality of class activities,but also cultivate students’subject consciousness and ability in a certain subject,thus highlighting their subject status in class activities.
