Relations Network in the InteractiveESL Class: Analysis of Individuals, Groups, and a Whole Classroom Network
Relations Network in the InteractiveESL Class: Analysis of Individuals, Groups, and a Whole Classroom Network
Keywords: Interactive Class, ESL Individual differentiations, Setting up relations, Simple group discussions, Large group discussions, Relations among groups, Cultural elements, Relations network, Sense of classroom community, Empathy
Li Na, Wang Lin-yao and Yao Ji-wei
Zhejiang University, P.R. China
Bio Data
Li Na is a research student in the English Department of the School of International Studies at Zhejiang University, R. R. China. Her research interests lie in Second Language Teaching and Learning, Classroom Arrangement, Cognition and Human Development. Her current research interest is Cognitive Styles and Language Learning.
Wang Lin-yao is a student in the English Department of the School of International Studies at Zhejiang University. Her specializations are Linguistics and Language Teaching and Learning. Her research interest is Pragmatics and Discourse Analysis methodology.
Yao Ji-wei is a student in the English Department of the School of International Studies at the same University. His research field is Linguistics and he is now doing research related to Psycholinguistics.
In this research, our purpose is to come up with some implications for the interactive class of English as a Second Language (ESL). We scrutinize interactive classes and do our research from microanalysis (from a perspective of individuals) to macro-analysis (from a perspective of the whole class and a sense of classroom community). We analyze individual differentiations to get implications for setting up simple group relations. Then we extend the group to a two-layer-relation network. Based on the first two parts, we analyze relations among groups—another layer of the classroom relations network. We suggest that Cooper s empathy model and Rovai s sense of classroom community being utilized in arranging an interactive class of ESL, and argue that a balanced and organic relations network is crucial in the teaching-learning process. We also explain Chinese cultural elements reflected in an interactive classroom setting and argue that cultural awareness is very important in the arrangement of an interactive class of ESL.
See page 78-108
[/private]Category: Main Editions, Volume 10 Issue 3
