A Tentative Model Of Debriefing In The Communicative EFL Classroom

Classroom teaching incorporates many experience-based learning activities, the heart of which is the postexperience analytic process, generally referred to as the debriefing session. The due and appropriate application of debriefing in classroom teaching activities can result in meaningful outcomes in promoting both the quality and efficiency of teaching. Through the review of definition, elements, realization, and models of debriefing, this thesis is dedicated to presenting the existent literature on debriefing. In the meanwhile, from perspectives of communication, students' initiative, the informative input, and creative learning identified in debriefing, this thesis addresses the theoretical basis for its feasibility in classroom application and insights it brings into the classrooms. Based on quantitative analysis of transcriptions of debriefing of a Chinese EFL class given by an American teacher, the author proposes a tentative comprehensive model of systematic debriefing in the EFL classroom with the intention to optimize EFL teaching model, to develop students' initiatives and creativity in the learning process, and to achieve a better result in both teaching and learning.By writing this paper, the author hopes to be able to shed some light on language teachers and effective communicative language teaching and learning in the EFL classroom, and in the meantime, to examine how realistic it is to expect teachers to take on the complex roles assumed to them in the process of debriefing.