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首页> 外文期刊>Language and education >Features Of The Most Interesting And The Least Interesting Postgraduate Second Language Acquisition Lectures Offered By Three Lecturers
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Features Of The Most Interesting And The Least Interesting Postgraduate Second Language Acquisition Lectures Offered By Three Lecturers

机译：三位讲师提供的最有趣和最不有趣的研究生第二语言习得演讲的特色

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摘要

The paper discusses the various situational features and linguistic devices reflected in the three most interesting and the three least interesting postgraduate second language acquisition lectures taught by three lecturers. Students attending the classes were invited to record their interest level at regular intervals throughout the session. For each lecturer observed, both the most and the least interesting lecture reported by students were chosen for detailed analysis in terms of four situational factors: lecture content, lecturing style, tasks and the personal behaviour of the lecturer as demonstrated in the lecture. Several characteristics unique to the three most interesting lectures as compared to the least interesting are discussed: the contextualisation, concretisation and personalisation of the topic through the use of vivid, concrete examples; the participatory style of the lecture where students are involved in the kind of thinking that characterises the discipline or the particular discourse community; the use of open, but goal-directed tasks which encourage exploration of ideas and disciplinary thinking, and the lecturer's demonstration of enthusiasm and positive stance towards the lecture topic. The paper also discusses various linguistic devices, which help promote the interestingness of the lecture content and its closeness to students' reality.
机译：本文讨论了由三位讲师讲授的三个最有趣和最不有趣的研究生第二语言习得讲座中反映的各种情境特征和语言手段。邀请参加课程的学生在整个课程中定期记录他们的兴趣水平。对于每个观察到的讲师，都会根据四个情境因素选择学生报告的最有趣和最不有趣的讲义，以进行四个分析：讲义中讲课的内容，讲课风格，任务和讲师的个人行为。与最不有趣的三个演讲相比，讨论了三个最有趣的演讲所独有的几个特征：通过使用生动，具体的示例对主题进行上下文化，具体化和个性化；讲课的参与方式，让学生参与到代表学科或特定话语社区的思维方式中；使用开放但目标明确的任务，鼓励探索思想和学科思维，以及讲师对讲课主题的热情和积极态度的展示。本文还讨论了各种语言手段，有助于提高演讲内容的趣味性及其与学生现实的接近度。

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