A Study of Teacher as Mediatorin EFL Classroom Interaction

1、苏州科技学院本科生毕业论文旺旺名：灬矜诺修改意见：你这个abstract和Acknowledgements怎么是把我给你的范文一字不漏的抄了一遍，同一个学校的而且还是那还是优秀论文你当老师是傻子啊，还有参考文献里期刊要写页数以及文中缺少夹注，其他地方有抄的你也改下，省的到时还得让你改。A Study of Teacher as Mediator in EFL Classroom Interaction Abstract不是抄的，是忘记写了Acknowledgements是全世界通用的就没有改。Abstract是因为在赶稿子，忘记了。SORRY，你这么一说我就想起了。致辞全世界都是一个格式的，感

2、谢导师感谢同学们等等。你记得把自己的导师名字改过去。摘 要根据现行流行的学习目标理论和基于学习者能力出发的目的，理解教师中介作用，在教学中是十分重要和紧迫的。为了增强学习者自我学习和自我控制的能力，建立起更宽的视域，同时为他们创造更多的挑战和基于，教师中介作用在这里可以帮助学生相信自己的正面能量同时鼓励学习者发展自己的个性，甚至为学习者和教师中介本人创设一种归属感。因此，本文的研究主要中心在于教师中介作用对提高学生自控能力的角色影响。关键词： 英语教学 教师中介 语言 交际能力AbstractThe understanding of the mediator role in teaching

3、is of great importance according to the current theory of learning objectives by which learners understand the intent and cultivate a sense of competence. In order to increase awareness of acts of self-control, and establish a broader vision, creating challenges the opportunity to recognize the chan

4、ging environment, could help students believe for the positive results, and it could encourage students personality growth，and a sense of belonging soundtrack became the mediator role of the teacher. Therefore, this study focuses on the role of mediator to bring the improvement of teaching and stude

5、nts' behavioral self-control. Key words: EFL teaching; teacher as mediator; language; communicative competence ContentIntroduction11. Theoretical framework and literature review22. The Significance of Teacher as Mediator in EFL Class42.1 The significance to teacher52.1.1 Promote teachers compete

6、nce of teaching52.1.2 Enrich the roles of teacher both in and out of class52.2 The significance to students52.3 Significance of practical teaching in class53. Being a mediator could help teacher change and adapt the atmosphere of class53.1 Multiple ways of warming-up53.2 Provide a happy teaching and

7、 study situation63.3 Teacher should take full use of his own charisma63.4 Positively participate in class63.5 Use effective and practical evaluation means6Conclusion6References913A Study of Teacher as Mediator in EFL Classroom InteractionIntroductionAccording to the analysis of the psychological soc

8、iety interaction theory, the mediator role is the role played by the learner life which is important to him in his cognitive development process. These people create a learning environment to facilitate their learning through his choice of learning opportunities. Teachers in the students learning pr

9、ocess obviously played an mediator role.Therefore, the understanding of the mediator role in teaching is of great importance according to the current theory of learning objectives by which learners understand the intent and cultivate a sense of competence. In order to increase awareness of acts of s

10、elf-control, and establish a broader vision, creating challenges the opportunity to recognize the changing environment, could help students believe for the positive results, and it could encourage students personality growth. And a sense of belonging soundtrack became the mediator role of the teache

11、r. Therefore, this study focuses on the role of mediator to bring the improvement of teaching and students' behavioral self-control.Referring to sources of cultural knowledge of students, the teacher has always been a major origin of students knowledge absorption and divergence points, which mea

12、ns that students' English language competence and the accumulation of knowledge of English culture is largely through the teachers teaching. Therefore, teachers mediator role for teaching practice could produce a certain amount of boost power. In the traditional teaching mode, teachers do not pa

13、y attention to the soundtrack of the students creative thinking and independent learning ability in the regard of the accumulation of Chinese traditional culture, on the other hand, the teachers' own consciousness did not improve correlation.Therefore, a good English teacher must lead the studen

14、ts with understanding the close relationship between language and culture to focus on cultural knowledge and learning at the same time should pay attention to the communicative approach, such as training of the English way of speaking and ways of thinking. The most important thing is, the mediator r

15、ole of teachers is responsible of the personnel training in the future by providing the opportunity to keep an objective attitude, and lead them to learn self-control, to carry forward the individual strengths.Based on the purpose of the research, this paper attempts to discuss relevant issues in th

16、is area in light of more updated conceptions and principles in an effort to future explore the role of teachers in EFL classes and find some effective methods of EFL teaching. 1. Theoretical framework and literature reviewThe concept of "mediator" occupies an important position in the soci

17、al interaction learning theory. The proponents of mediator role theory are the former Soviet psychologist Vygotsky, Israeli psychologists and educators Feiesitan. Vygotsky believes that children in the process of development, has its side of significance where intermediaries (parents, teachers, peer

18、s) plays an important role. The key of effective learning is that children and mediator exchanges between the qualities of interaction. Mediator role is a way that teacher could use as a tool to help students through the “Zone of Proximal Development (ZPD)”. Zone of Proximal Development (ZPD) refers

19、 to a level slightly higher than the existing knowledge and skills of children. The level reached after the assistance of another person, while parents, teachers and other children who have high level knowledge and skills. Exchange with those people is the best way for children to develop themselves

20、 into the next developing area.Zone of Proximal Development theory could be seen as supplementary, better known as “relay language theory or theory of relay language as the language learners to master the target language system” which is a continuous development of deformation from the mother tongue

21、. Increasingly, according to the closer process of the target language system, the Zone of Proximal Development is equivalent to the next level of development of the students systematic language. The mediator role of theory is affirmed based on this higher level, where teachers could promote student

22、s from the relay language development to the Zone of Proximal Development.Similarly, Feuerstein holds that children from birth get the influence of the mediators by the interference, for which intermediaries could provide the experience for the children known as the mediator role of the learning exp

23、erience. First, the significouldt mediator of children is their parents, followed by teachers who could help them select and organize their view of points by appropriate stimulus functions. In this way, they think most conducive for learning to render this stimulus.Thus, we could get the idea of the

24、 essence of the role of mediator in the learners cognitive development and learning process: the mediator could help learners by selecting them with appropriate stimulus, which they think as most conducive to the promotion of learning, showing to these stimuli, and interventions; adjust the learners

25、 to stimulate a reflection through the interpretation guide and encourage learners to respond appropriately. Therefore the learners level of awareness rises to a higher level of development. With the deepening reform of foreign language teaching, tradition teaching has made a shift where there shoul

26、d be student-centered concept. When the traditional has gained recognition, the role of teachers in the teaching process has been relegated to the “self-directed” behind the scenes become" teachers director students starred in in the teaching mode.Foreign language teachers play the mediator rol

27、e in EFL classrooms. But it must be clear that teachers as intermediaries and teachers just as the transmission of information is fundamentally different. Mediator role is empowered to help students with the access to the development and progress, by which learners could learn how to deal with probl

28、ems, adapt to a variety of cultural contexts and social change, as well as the knowledge, skills and strategies needed to cope with the challenges. Relationship of the mediator role to help students learn independence and control of their own learning, in details that it could not only help them lea

29、rn to think independently and solve problems independently, but also involve the teachers and student interaction and active participation of students and student teachers' feedback. Feiesitan believes that in many ways, the teacher could play an mediator role, he provides a learning experience

30、with educational value and gives the 12 intermediate features ( 1) the importance of; (2) beyond the current target; (3 ) clear intent to allow students; (4) sense of competence; (5) control of their own behavior; (6) setting goals; challenges (7); (8 ) Recognizing changes; (9) believe that positive

31、 results; (10) shared; personality; (11) ( 12 ) attribution. The top three tools are the most important characteristics of nine tools should the actual situation specific and applies to any learning task. The fourth one to ninth one related with students learning to learn self control; while final t

32、hree could promote students' social and cultural development. Foreign language learning involves communication between people; teachers, in this particular process are most important interactive objects. All twelve important characteristics of the mediator role of foreign language teaching are c

33、losely linked. 2. The Significance of Teacher as Mediator in EFL Class Generally speaking, there are plenty significance of teacher as mediators in EFL classroom of students. It provides advantage for teachers as well as the students. Firstly, it could promote teachers competence of teaching. Second

34、ly it could enrich the roles of teacher both in and out of class. Thirdly, it could raise the sense of self-study. Fourthly, it could increase the interest of English study of students. 2.1 The significance to teacherTeachers are the important part in EFL classroom where the main source of mediator

35、roles is for students. Therefore, it is of great importance of mediators for teacher themselves in EFL classroom.2.1.1 Promote teachers competence of teachingThe intermediary role involves the active participation of the interaction between the intermediary and learners and learners themselves. Ther

36、efore, the emphasis on interaction and students feedback on the intentions of the teacher are intermediary role. Thus, if the intermediary theory could be a good application in the classroom, there is bound to make the interactive activities effect to improve classroom efficiency. This requires teac

37、hers to take into account the objectives, content, difficulty, mode, and evaluation of interactive key factor in the design of interactive classroom. If the teachers want to use English to help the learners to solve the problems and had their goals, teachers must make their speech challenging but ac

38、ceptable to the learners. Its been noted that a teachers speech must have standard, clarity, consciousness, preciseness, purposefulness and relevance. The level of difficulty of a teachers speech should be pitched only slightly above the students own English competence. If a teachers speech is chall

39、enging but acceptable to the student, it will be not only a good chance for the students to have comprehensible input but also a stimulus for the students to communicate with others. It is very important therefore for teachers to know the students level and employ the suitable speech in different cl

40、asses. If the speech is a bit beyond the students reach, the teacher should use examples to help them, repeat and paraphrase difficult words or sentences and simplify complicated structures.2.1.2 Enrich the roles of teacher both in and out of classIn recent years, the importance of teaching learning

41、 strategies for learner autonomy has been stressed in classroom implementation. The gist of the learners autonomy is that a leaner develops the ability to take charge of his or her own learning. However, this does not mean the absence of the teacher in the learning process. Far from it, learners mus

42、t be prepared for gradual autonomy with the teachers guidance. This indicates that teachers mediation must be brought into play and that teachers are still very important. Without a teacher, learners by themselves could not gain productive autonomy. Leaning is a dynamic, creative process that occurs

43、 within the learner and which could be influenced by prior. Knowledge and the learning strategies employed. Marion Williams advocates that we should consider learning strategies as well as teaching strategies and that teaching methods should be designed to make the subject relevant to the learners;

44、to involve the whole person of the learners and their feelings and emotions; to create a sense of belonging; to encourage self esteem, self initiation, creativity, and self evaluation; or to help learners to establish a strong sense of personal values.2.2 The significance to studentsStudents are als

45、o the important part in EFL classroom where the main source of mediator roles is for students. Therefore, it is of great importance of mediators for the objects of students themselves in EFL classroom.2.2.1 Raise the sense of self-studyThere is fundamental difference between the two roles of teacher

46、. One is the role of mediator in EFL classroom and the other is information carriers in EFL classroom. First, the mediator role of teacher could help students acquire the development and progress in language learning, by providing them chances how to deal with problems to adapt to a variety of cultu

47、ral contexts and social change; respond to various challenges. Besides, mediators role could help them learn the ability of independence and self-control with the necessary knowledge, skills and strategies as well as the competence of problems solving and independent thinking.2.2.2 Increase the inte

48、rest of English studyCertainly proper mediation could promote learning. The comparison of monologic mediating behavior of a high-school language teacher with the dialogic behavior of another shows that the teacher who relied on monologue did not encourage verbal interaction or arouse students passio

49、n. During the EFL classroom, verbal interaction between teacher and student could push their actual level of development forward.3. Being a mediator could help teacher change and adapt the atmosphere of class The learners knew the importance of studying English but some of them could not learn well.

50、 They like English but find it difficult to study hard. They wanted to learn it well yet they do not know how to start. A learner wanted very much to study English well and liked to talk to foreigners on any occasion he met one. However, the way he communicated was through gestures and verbally only

51、 in a asked to write a composition in English, he could not write one grammatically correct sentence. Therefore, here are some suggestions for both teachers and students to realize the mediator role in EFL classrooms and help them learn something by heart.3.1 Multiple ways of warming-upAccording to

52、the multiple classrooms in many schools, modern tools and equipment could be used to its full potential. As mentioned above, one teacher could use a recorder to warm up which could provide preparation of the new content of the lesion and review of last lesson. In this point of view, teacher should l

53、earn mediation theory, change their mind, the idea of teaching and try to play the mediation role in every classroom. In the past we thought if a teacher had a bucket of water then he could teach the learners a glass of water. Now it is the time that the knowledge explodes. 3.2 Provide a happy teach

54、ing and study situationTeacher could make the instructions clearly when they gave learners a task and could tell the learners why they did a particular activity, which meant the teachers could arouse the interest of learners. However they could not tell learners how carrying out a learning activity

55、would help them in the future, which hinders the learners from becoming motivated. So the teachers need to arouse the learners motivation completely. Therefore we should give them a context and a fine situation to study. For example, students in writing will often state with mistakes.Teacher could a

56、llow students to do some sentence-making according to what is happening in their lives from their own practice and self-correcting. Such as teachers could allow students use the past tense, present tense, when making comparison with the future tense in sentences-making through describing things by t

57、heir own, and read them out in front of the group or whole class their own results. In this case, the students write a sentence similar to the following: E.g.1: In the past I was lazy in my study. Now I become a hard-working student. Someday I will be admitted into a famous university E.g.2: I began

58、 to like English two years ago. Now Im crazy about it. In the future I will become an expert in English. It is not difficult to see that students make such a sentence, at the same time, inadvertently reflecting on their past and recent situation but also prospect of their future situations. Providin

59、g students to make sentences with familiar matter is a kind of mediators function of interaction for themselves.3.3 Teacher should take full use of his own charismaBy providing different topics and activities within the proposal framework, student feel as if they have a choice of what they want to learn, and as Davies points out, that learner choice is the key to successful language learning in a formal classroom environment. If teache