熟练教师与新晋教师在初中英语课堂指令上的对比研究(5)
Harmer (1998) describes in his book that some teachers are more comfortable 源`自,吹冰`文.论"文'网[www.chuibin.com with the various technology used in teaching than others, which would be verified implicitly in my comparative study. As language teachers, how to make good use of the technical teaching aids is being discussed. When a teacher is operating the PPT and objects, what should he or she pay attention to is definitely an issue to be carefully considered. For instance, too much modification of a page in the PPT may draw students’ attention, which should basically be put on the knowledge in language teaching. In addition, teachers’ body language, both consciously and subconsciously acted, could have an impact on the effectiveness of instruction.
2.3.3 Check Students’ Understanding of the Instruction
Ur (1996) demonstrates in his book that when the teacher has finished explaining, he or she should check with the class to ensure the students have understood. In addition, Harmer (1998) thinks that when giving the instruction, teachers must check whether the students truly understand what the teachers want them to do. Western investigators have tried to provide some ways of checking students’ understanding of CI after it is given to make CI more effective. In Harmer (1998)’s book, he provides some detailed advice that the teachers could check students’ understanding by asking a student to explain the activity or by getting a student to show the class how the activity works. If the students all share the same mother tongue, it is also a good way to ask some of them to translate CI as a check that whether they have truly understood them. Parrot (1993) also suggests teachers to ask a student to translate what the teacher has said to the class if the teacher is worried about the students’ understanding of CI. By translating into mother tongue, all the students in the classroom can understand it. It is also a good way to improve translation skill for the student who was asked to translate. However, this approach could not be used too often, or else some less advanced students would always rely on others’ translation.