A Pragmatic Study on Teachers' Feedback in EFL Classroom in China

Autor/inn/en	Liu, Ying; Liu, Xin; Zhang, Yibei
Titel	A Pragmatic Study on Teachers' Feedback in EFL Classroom in China
Quelle	In: English Language Teaching, 14 (2021) 5, S.109-123 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Pragmatics; Feedback (Response); Teaching Methods; Discourse Analysis; Classroom Communication; Language Usage; Communicative Competence (Languages); Teacher Student Relationship; Computational Linguistics; College Students; Audiovisual Aids; Foreign Countries; Language Teachers; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Klassengespräch; Sprachgebrauch; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Linguistics; Computerlinguistik; Collegestudent; Audiovisuelles Medium; Ausland; Language teacher; Sprachunterricht
Abstract	EFL classroom teaching in China, no matter whether it is traditional one or a flipped one, is a dynamic communicative process by using English with the aim of learning it. The interactive discourse between the teacher and the student has its own pragmatic functions, especially the feedback given by the teachers which may influence the teaching and learning efficiency. In order to provide appropriate investigation resources, a corpus of 128,223 words with 36.65 hour-2199 minute real audiovisual college EFL classroom teaching transcripts is built. Taking the data of the resources as supporting evidence, this paper analyzes the pragmatic functions of EFL classroom feedback discourse, and proposes certain pragmatic strategies of increasing interactivity, which has certain pedagogical implications for EFL classroom teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01