A Study On The Effectiveness Of Excellent College English Teachers' Classroom Activities

The aim of college English teaching is to cultivate students' English application ability and help them use English effectively in daily life and future work.Classroom activities,as a core part of teaching,are important for the realization of teachers' teaching objectives and improvement of students' language ability.In this thesis,the classroom activities of 19 excellent college English teachers are researched and the following three questions are analyzed: 1)How effective are ECET' classroom activities in achieving teaching objectives? 2)How effective are the process and methods of ECET' classroom activities? 3)How effective are ECET' classroom activities in stimulating students' participation and enthusiasm?In this thesis,the teaching videos of 19 excellent college English teachers of the5 th,6th and 7th National College Foreign Language Teaching Contest are selected,and the classroom discourse of each teacher's is observed and transcribed.Under the guidance of Activity Theory and Effective Theory,this study collects the data about the teaching objectives,teaching process and students' participation,and set standards which are divided into three aspects and each aspect includes four grades: unqualified,average,good and excellent.It analyzes the effectiveness of classroom activities through statistical method and theoretical research method.The study finds that: 1)In terms of teaching objectives: almost all the teachers set classroom teaching objectives which are reasonable and feasible.In addition,the implementation of classroom activities promotes the realization of teaching objectives and over 80% of teachers achieve their objectives.This result meets the requirements of effective standards at the excellent level,so it can be concluded that excellent teachers' classroom activities are of high effectiveness in promoting the achievement of teaching objectives.2)As for the process and methods of classroom activities: the types of classroom activities are diverse and in line with teachers' teaching courses.The content of activity is highly consistent with the theme of course.The types of classroom questioning range from low cognitive level to high cognitive level,which complies with the characteristics of students' cognitive development.Feedback methods are mainlypositive and demonstrated in different ways,which can increase students' language output effectively.However,the waiting time for students to answer questions is too short.Teachers' instructions are concise and clear.Their pronunciation is close to that of native speakers;the sentence patterns are mainly interrogative sentences,imperative sentences and declarative sentences.The teachers' roles are various.They are not only the designers of classroom activities,but also the organizers,motivators,mentors,participants and observers.The atmosphere of classroom activities is democratic and harmonious,which is helpful for students to take part in the classroom activities.According to the standards of effectiveness,except for the shortage of the waiting time,all the other aspects meet the requirements of effectiveness at the excellent level.So the process and methods of excellent college English teachers' classroom activities are of high effectiveness.3)As for students' enthusiasm and participation,the interaction between students and teacher is frequent and the ways for students to participate in classroom activities are various which include students' answering of questions individually and collectively and students' communication with each other.So it can be said that excellent college English teachers' classroom activities contribute to students' involvement.To sum up,except for the shortage of waiting time for students to answer questions,ECET' classroom activities are of high effectiveness.This study is of practical significance to classroom teaching and can provide reference for college English teachers on how to implement classroom activities effectively.In view of the fact that the teaching videos may not completely restore the real classroom,it is expected that the follow-up study can explore classroom activities in real context.