英语翻译,不用翻译的很好 通顺就行Analysis and discussion of the trainees’ classroom discourseCommonalities and differences in identity as refl ected in microteaching and teachingpractice discourse of teachers A and B are indicated in this section by the use ofrelevant examples. Five different lesson extracts from the four different 10-minutetranscribed episodes are examined. Interactional features in the microteachingextracts (extracts 1, 3 and 4) show two aspects of
英语翻译,不用翻译的很好 通顺就行
Analysis and discussion of the trainees’ classroom discourse
Commonalities and differences in identity as refl ected in microteaching and teaching
practice discourse of teachers A and B are indicated in this section by the use of
relevant examples. Five different lesson extracts from the four different 10-minute
transcribed episodes are examined. Interactional features in the microteaching
extracts (extracts 1, 3 and 4) show two aspects of identity;fi rst, reversal of situated
identity (extracts 1 and 4) where students take on the role of teacher and the teacher
takes on the role of student; and second, transportable identity (extract 3), where
teacher and students orient to their identity as TESOL classmates rather than their
situated identities of teacher and student. Interactional features in the teaching prac-tice extracts (extracts 2 and 5) give clear examples of the teachers holding on to
their situated identity as teachers.
分析与探讨了学员的课堂 discourseCommonalities 和身份的差异作为教师 A 和 B 的微格教学和 teachingpractice 话语中领奖由使用年以上相关例子表明在这一节中.五个不同课提取物四个不同 10-minutetranscribed 情节进行审查.Microteachingextracts (提取液 1、 3 和 4） 中的互动功能显示身份的两个方面 ； fi rst,逆转的 situatedidentity （摘录 1 和 4） 的学生带去哪儿的老师和学生 ； 的作用 teachertakes 的作用和第二、 移动式身份 (摘录 3)、 whereteacher 和学生东方对他们的身份作为 TESOL 的同学,而不是 theirsituated 的身份的老师和学生.互动功能在教学 prac tice 提取 （摘录 2 和 5） 举例明确肯定位于身份担任教师的教师.