A Case Study Of English Classroom Interaction In Junior High School On The Basis Of Walsh's SETT Framework

Based on the theoretical framework of Walsh's(2006,2011)Self Evaluation Teacher Talk(SETT),this study attempts to examine the features of L2 classroom modes and the ways in which teachers,through their choice of language,create learning opportunities in the EFL classroom.In order to achieve such aims,two experienced teachers who have taught English as a foreign language for more than eight years are selected as the participants of the research.The data are taken from the reading lessons of Grade Seven in a Junior High School in Shenzhen.The findings of the features of L2 classroom modes indicate that there are macro modes and micro modes in the reading lessons.As regards the macro modes,Managerial Mode,Materials Mode and Skills and Systems Mode are identified.In the Managerial Mode,the interactional features of transitional markers,extended teacher turn and comprehension checks are found to fulfill the pedagogical goals of setting up or signaling the end of an activity,organizing learning pedagogically and spatially,and checking the quality of teaching and learning.In the Materials Mode,specific interactures(such as transitional markers,teacher's questioning,form feedback,teacher echo,extended wait-time,etc)are examined to realize the pedagogical goals of providing language practice in relation to text elicitation,explanation and application.In the Skills and Systems Mode,for the sake of achieving the teaching aims of providing language practice associated with particular language system(phonology,lexis,grammar)or language skill(reading and writing),specific interactional features(for example,display questions,positive feedback,scaffolding,extended teacher turn,comprehension checks,clarification request,etc)are identified in both T1's and T2's lesson.In terms of micro modes,some new findings such as the overlapping modes(Managerial Mode with Materials Mode and Skills and Systems Mode,Materials Mode together with Skills and Systems Mode)are examined in this thesis,among which both T1 and T2 focus on the use of transitional markers,display questions,teacher echo,scaffolding,and extended teacher turn in the classroominteraction for the sake of explaining the contents,lexical and grammar knowledge of the text better.It is worth noticing that there are also some significant differences in the modes interaction of T1's and T2's reading classes.In the Materials Mode,T1 pays more attention to getting students attention,establishing the effective classroom learning atmosphere in the text elicitation;while T2 focuses more on the traditional teaching method with words and phrases explanation.In the text explanation,T1 inclines to gradually elicit and evaluate learners' contributions with repetitive questions inquiry,which is conducive to students' knowledge understanding,consolidation and mastery.However,T2 tends to explain text contents by asking students to read and recite the lesson,and doing corresponding exercises so as to help learners understand and master the text knowledge.In the Skills and Systems Mode,it is observed that T1 focuses on guiding students to apply what have been learned into a composition writing and values the practical education in helping learners realize the importance of protecting environment in our daily life;while T2 pays more attention to strengthening and expanding specific language focus of the text with traditional teaching instruction.As regards how teachers create opportunities for learning through the use of specific interactional practices in the classroom interaction,the study demonstrates that extended wait-time,scaffolding with elicitation,prompts,translation and paraphrases,referential questions,comprehension checks and clarification request play an important role in maximizing learning opportunities and promoting language acquisition for learners in the reading classes.It is argued that opportunities may be created when pedagogical goals and the language used to achieve them are consistent.The thesis finally presents the conclusion of the main findings of the study.Proposals are put forward by using Walsh's SETT framework to explore language teaching and learning practices in the EFL context.Limitations of the study and recommendations for future studies are manifested.