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1、杨建明1012408009,Interactive Language Teaching I：Initiating Interaction,Foreign Language Interaction Analysis,One way to begin to look at your role as an initiator of interaction in the classroom is to look at yourself（and other teacher）in terms of a well-known taxonomy for describing classroom interac
2、tion.More than two decades ago，the work of Flanders（1970）and more specific to foreign language teaching，of Gertrude Moskowitz（1971,1976）give us some categories for observation of classes known as the FLINT（Foreign Language Interaction）model,Foreign Language Interaction Analysis（FLINT）system（adapted
3、from Moskowitz 1971）,How is a model like this helpful in developing interactive language teaching？There are several practical uses。,First，it gives you a taxonomy for observing other teachers Second，it gives you a framework for evaluating and improving your own teaching Third，the FLINT model，especial
4、ly the first seven categories，helps to set a learning climate for interactive teaching,Questioning strategies for interactive learning,The most important key to creating an interactive language classroom is the initiation of interaction by the teacher。However non-directive your teaching style is，the
5、 onus is on you to provide the stimuli for continued interaction。These stimuli are important in the initial stage of a classroom lesson as well as throughout the lesson。Without such ongoing teacher guidance，classroom interaction may indeed be communicative，but it can easily fall prey to tangential c
6、hitchat and other behavior that is off-course from the class objectives。One of the best way to develop your role as an initiator and sustainer of interaction is to develop a repertoire of questions strategies。,1、Teacher questions give students the impetus and opportunity to produce language comforta
7、bly without having to risk initiating language themselves。Is very scary for students to have to initiate conversation or topics for discussion.Appropriately pitched questions can give more reticent students an affective“green light”and a structured opportunity to communicative in their second langua
8、ge。,在第二语言课堂，学习者不需要太多的发起和维持语言的工具，你的问题可以提供必要的交流的步骤，在一个互动课堂中，合理的问题充满着不同的作用。（摘自Christenbury&Kelly1983和Kinsella1991）,2、Teacher questions can serve to initiate a chain reaction of student interaction among themselves。One question may be all that is needed to start a discussion；without the initial question
9、，however，students will be reluctant to initiate the process。,3、Teacher questions give the instructor immediate feedback about student comprehension。After posing a question，a teacher can use the student response to diagnose linguistic or content difficulties。Grammatical or phonological problem areas，
10、for example，may be exposed through the students response and give the teacher some specific information about what to treat,4、Teacher questions provide students with opportunities to find out what they think by hearing what they say。As they are nudged into responding to questions about，say，a reading
11、 or a film，they can discover what their own opinions and reactions are。This self-discovery can be especially useful for a prewriting activity。,There are many way to classify what kinds of questions are effective in the classroom。Perhaps the simplest way to conceptualize the possibilities is to think
12、 a range of questions，beginning with display questions that attempt to elicit information already known by the teacher，all the way to highly referential questions that request information not known by the questioner;sometimes responses to the latter involve judgement about facts that are not clear o
13、r a statement of values.表格11.2提供了7种问题分类，从陈述性问题到评价性问题，并赋予各自典型的课堂提问用语。,1、知识性问题（Knowledge questions）：Eliciting factual answers,testing recall and recognition of information2、理解性问题（Comprehension questions）：Interpreting，extrapolating3、应用性问题（Application questions）：Applying information heard or read to new
14、 situations4、推理性问题（Inference questions）：Forming conclusions that are not directly stated in instructional material5、分析性问题（Analysis questions）：Breaking down into parts，relating parts to the whole6、综合性问题（Synthesis questions）：Combining elements into a new pattern。7 评价性问题（Evaluation questions）：Making a
15、judgment of good and bad，right or wrong，according to some set of criteria，and stating why。,问题分类及典型课堂的问题用语（摘自Kinsella,1991和Bloom,1956）,Asking a lot of questions in your classroom will not by any means guarantee stimulation of interaction。Certain types of questions may actually discourage interaction
16、learning。,Too much class time spent on display questionsstudents can easily grow weary of artificial contexts that dont involve genuine seeking of informationA question that insults students intelligence by being so obvious that students will think its too silly to bother answeringVague questions th
17、at are worded in abstract or ambiguous language Questions stated in language that is too complex or too wordy for aural comprehensionToo many rhetorical questions（that you intend to answer yourself）that student think you want them to answer，then get confused when you supply the answerRandom question
18、s that dont fall into logical，well-planned sequence，sending students thought patterns into chaos,Beware of the following（adapted from Kinsella 1991）,There are，of course，other teacher strategies that promote interaction。,Pair work and group work give rise to interactionGiving directions(“Open your bo
19、ok”Do the following exercise”)can stimulate interactionOrganizational language（“Get into small group”）is important Reacting to students(praise，recognition，or a simple“Uh-huh”)can not be dispensed withResponding genuinely to student-initiated questions is essentialEncouraging students to develop thei
20、r own strategies is an excellent means of stimulating the learner to develop tools of interaction。Even“lecturing”（and other forms of orally providing information）and having students read texts are part of the process of creating and maintaining an interactive classroom。,For the moment，however，as you build some tools for creating effective interactive classroom lessons，consider your questioning strategies as one of the most important teaching behavior for you to master,
