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英语微课教师话语介入策略及身份建构研究.docx

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英语微课教师话语介入策略及身份建构研究 Title:InterventionStrategiesandIdentityConstructioninEnglishMicroclassTeaching Introduction: EnglishmicroclassteachingreferstoateachingmethodthatutilizestechnologytodelivershortandinteractiveEnglishlessons.Thispaperexploresinterventionstrategiesandtheroleoftheteacher'sdiscourseinidentityconstructioninEnglishmicroclassteaching.Withtheincreasingpopularityofonlineeducation,understandingthewaysinwhichteachersinterveneduringmicroclassteachingandhowthisinterventioninfluencesstudentidentitywillcontributetoeffectiveEnglishlanguagelearning. 1.InterventionStrategiesinEnglishMicroclassTeaching: 1.1Directintervention:Theteacherdirectlyprovidesexplanations,correctsmistakes,andguidesstudents'understandingduringthemicroclass.Thisstrategyhelpsstudentsovercomedifficultiesandensurestheaccuracyoflearning. 1.2Indirectintervention:Theteacherusesindirectstrategiessuchasaskingleadingquestions,givinghints,orprovidingadditionalinformationtoguidestudents'thinkingandencourageactiveparticipation.Thisstrategyfosterscriticalthinkingskillsandenhancesstudentengagement. 1.3Collaborativeintervention:Theteacherencouragesstudentcollaborationandpeer-to-peerinteraction.Thisstrategypromotessociallearning,cooperation,andknowledgeco-constructionamongstudents. 2.Teacher'sDiscourseandIdentityConstruction: 2.1Authorityandexpertise:Theteacher'suseofauthoritativelanguageanddemonstrationofexpertiseestablishestheirpositionasanexpertandleaderinthemicroclass.Thiscreatesasenseofauthorityandcredibility,whichcaninfluencestudents'confidenceandperceptionoftheteacher'srole. 2.2Supportiveandencouraginglanguage:Theuseofsupportiveandencouraginglanguagebytheteacherhelpsbuildapositivelearningenvironment.Thisdiscoursepromotesstudents'self-esteem,motivation,andwillingnesstotakerisksinEnglishlearning. 2.3Rapport-buildinglanguage:Theteacher'suseofhumor,personalanecdotes,andrelatableexampleshelpsestablisharapportwithstudents.Thiscreatesasenseofcommunityandbelonging,encouragingstudentstoactivelyparticipateandcon