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Dòng
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Nội dung
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Giới và tương tác ngôn ngữ trên lớp học/ Vũ Thị Thanh Hương.
// Ngôn ngữ và đời sống 2015, Số 1 (231). 201526-35 tr. This paper asks whether classroom interaction reflects the existing gender inequality in the society.By looking at the questions and feedbacks used by male and female teachers in mathematics classes, the paper highlights that female teachers tends to use more questions and more praises than male teachers, hence their language is more “cooperative”.Male teachers, on the contrary, use more criticism than femable teachers, hence their language is more “competitive”. With regards to gender of the student, the paper shows that male students receive more questions than female students from both male and female teachers.
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Lượt lời trong tương tác Thầy - Trò trên lớp học / Vũ Thị Thanh Hương.
// Ngôn ngữ. 2014, Số 11 (306). 2014tr. 25-33 This paper examines the turn-taking strategies in secondary classrom interactions. It answers the following two research questions: 1. That turn-taking strategies do teachers and students use in their classroom interactons and 2. How do these turn-taking strategies affect the teaching and learning. The data were collected in a secondary school in the North of Vietnam by video-taping and classroom observations. The results show that most turn-taking in classroom interactions were initiated by teachers and the use all three turn-taking strategies which are Individual nominations, Invitations to bid, and Invitation to reply but Invitation to bid has the highest frequencies ( 57%). Based on the analysis of the advantages and limitations of each strategy for the learning and teaching, the paper recommends that teachers should use more often the strategy of Invitation to bid and reduce the strategy of Invitation to reply.
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Tương tác trong lớp học ngoại ngữ theo quan điểm của thuyết văn hóa – xã hội. / Lê Phạm Hoài Hương, Trần Thị Thanh Thương.
// Ngôn ngữ và đời sống. 2014, Số 6 (224). 2014tr. 12-15. Interaction is an essential component in foreign languages classes. Sociocultural theory developed by Vygotsky and his colleagues emphasizes the roles of teachers in assisting and guiding students to develop their potential in language use. Besides, peer interaction helps learners advance in their language skills and learning strategies as well as solve problems effectively. Peer scaffolding is considered to enable learners of lower level of language competence to move to higher levels. Classroom artifacts such as textbooks, computers, software, and other learning tools interact with learners to bring about changes in their knowledge and understanding. They also play a part in monitoring learner’s behaviours and draw their attention to the assigned tasks.
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