教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31272

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    Teacher's Use of Politeness Strategies in Fostering Solidarity and Minimizing Imposition in Second Classrooms
    (2003-05-18) Chen, F. J.
    This paper highlights the language use of two teachers in adult advanced level ESL conversation classes to illustrate the extent to which they used positive- and negative-politeness strategies to foster solidarity and minimize imposition in the classroom. The teachers' and students' conversations were collected by means of audiotapes, observer comments, interviews, and fieldnotes. The results of this study indicate that the two ESL teachers did make considerable efforts to build a sense of community and trust with the other class members. For instance, teacher-fronted physical layout and power mismatch social structure in the traditional classroom have been adapted to cater for the students' affective state to reduce the threat of the learning situations and facilitate the students' language learning. However, the two ESL teachers differed in the degree of the positive-politeness strategies being employed, depending on their perception of the appropriate social distance in the classroom.
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    Interactional Management in the English Classroom: Direct or Indirect Approaches?
    (2002-11-10) Chen, F. J.
    The request strategies employed by American teachers in ESL classroomsare examined in this study to see the extent to which they use directand indirect speech in their management of classroom interaction. Fouradult ESL classes are investigated: two beginning-level and twoadvanced-level classes. Results of the study indicate that teachers inthe two beginning-level ESL classes tended to use more directapproaches but they differed in the degree of the direct approachesused, depending on their perception of what is most urgent in theclassroom (i.e. transparency of meaning or manners of politeness). Onthe other hand, teachers in the two advanced-level ESL classes werefound to use both direct and indirect approaches. Their varied use ofdirect and indirect approaches may involve functional differences ormay have to do with one of the teachers' anxiety.