A Tentative Model Of MultidimensionalDesign Of EFL Classroom Activities In TheLower Grades Of Primary Schools

This thesis puts forward a tentative model of multi-dimensional design of classroom activities. Activity design in this thesis includes comprehensible input, classroom interaction between the teacher and learners, and among the learners, in the learners in the classroom, classroom activities and evaluation. These factors are key to the effectiveness of a lesson. The effective classroom activity design will facilitate foreign language learning/acquisition.The "comprehensible input" mainly comes from three humanistic and communicative teaching approaches. The Natural Approach (NA), Total Physical Response (TPR), and Task-based Language Teaching (TBLT) are reviewed in Chapter Two. Since speaking is emphasized in the process of TPR activities, an integrated approach of NA, PRS (Physical Response and Speaking), and TBLT is produced. Second and foreign language acquisition theories are reviewed from functional, communicative, and cognitive points of view. Then a tentative model of multi-dimensional design of EFL classroom activities is put forward.An experiment is carried out to implement the model. There are altogether three kinds of instruments: classroom observation, a reflective questionnaire of a class of 46 pupils, and interviews with three teachers and ten students. Data analysis is done and the findings are explained.A conclusion is made and discussions are dealt with in Chapter Five. A modified version of the tentative model with time variables a, b, and c is obtained from the experiment. The implications and applications of the model are also stated in this chapter. The conclusion is that successful activity design in the classroom facilitates foreign language learning/acquisition.