A Case Study On The Patterns Of Teacher Elicitation In English Classroom Of Senior High School-from The Perspective Of Cultivation Of Thinking Quality

This study focuses on the quality of thinking,analyzes and explores teacher elicitation patterns.Specifically,the paper discusses teacher elicitation forms in the classroom,and summarizes the current situation of elicitation patterns through statistics;investigates the role and effectiveness of different patterns on the cultivation of students’ thinking quality based on students’ output,so as to provide reference cases and improvement suggestions for English teachers to use elicitation in actual teaching in training students’ thinking,stimulating students’ initiative,and improving teaching efficiency.Based on research questions,namely(1)What kinds of elicitation patterns do English teachers use in observed classes?(2)What types of thinking qualities are expected to cultivate on students with these patterns of elicitation in observed classes?(3)What are the effectiveness of cultivating students’ thinking quality with these elicitation patterns in observed classes?,the study observed and transcribed ten lessons in the 11 th National High School English Classroom Teaching Observation Competition,extracted and classified teacher elicitation,and then analyzed those patterns from the perspective of cultivating students’ thinking quality.According to the results of analysis,(1)teachers elicit students’ verbal responses in forms of questions,requests,use of students’ names,prolonged utterances and provocative statements.And these forms are commonly combined.Based on Mehan’s criteria of elicitation,these five forms are classified into different patterns.Among these patterns,product elicitation is used at most,process elicitation comes second,next one is choice elicitation,and meta-process elicitation least.(2)Both choice elicitation and product elicitation are more likely to train students’ logical thinking,like observation,comparison,analysis,inference,and induction.Process elicitation tends to motivate students to be innovative.And since meta-process elicitation requires the ground of reasoning,it contributes to support students’ logical thinking.As for characteristics of thinking quality,to make sure the accuracy of students’ thinking,it is achievable for teacher to adopt choice elicitation,product elicitation,as well as meta-process elicitation.Profundity relies on choice elicitation,product elicitation and process elicitation.Besides,process elicitation also does well in the flexibility and openness of students’ thought.(3)Only one elicitation pattern sometimes is insufficient to play its role,so the comprehensive applications of multiple patterns may be more efficient.In addition,teachers’ follow-up response and further elicitation are necessary for students’ comprehensible input and output.Process elicitation for peer response increases students’ participation.And teachers shows weak consciousness on meta-process elicitation.It should be emphasized that the relationships between elicitation patterns and thinking quality are not definite considering factors like different discourses and lesson types.And this is a limitation of this study.