• <tr id="yyy80"></tr>
  • <sup id="yyy80"></sup>
  • <tfoot id="yyy80"><noscript id="yyy80"></noscript></tfoot>
  • 99热精品在线国产_美女午夜性视频免费_国产精品国产高清国产av_av欧美777_自拍偷自拍亚洲精品老妇_亚洲熟女精品中文字幕_www日本黄色视频网_国产精品野战在线观看 ?

    初中英語(yǔ)課堂新手教師與專(zhuān)家型教師的積極反饋語(yǔ)對(duì)比研究

    2016-08-02 16:11:59章一超
    卷宗 2016年6期

    章一超

    摘 要:在眾多關(guān)于課堂教學(xué)的研究中,教師反饋語(yǔ)一直都是重點(diǎn)之一,但是業(yè)界很少用新手教師與專(zhuān)家型教師對(duì)比的視角來(lái)研究教師反饋語(yǔ)。本文將積極反饋語(yǔ)主要分為三類(lèi):簡(jiǎn)單型積極反饋、評(píng)價(jià)型積極反饋和引導(dǎo)型積極反饋,筆者分別研究在閱讀、聽(tīng)說(shuō)、語(yǔ)法三種中學(xué)英語(yǔ)課堂中新手教師和專(zhuān)家型教師對(duì)不同積極反饋話語(yǔ)的使用。研究的問(wèn)題圍繞專(zhuān)家型教師與新手教師在不同課型中對(duì)不同類(lèi)型積極反饋語(yǔ)的態(tài)度展開(kāi),試圖在課堂觀察、課后訪談,及對(duì)數(shù)據(jù)作定性定量分析的基礎(chǔ)上,得出結(jié)論:積極反饋語(yǔ)被廣泛用于不同課型中,閱讀課中最集中,專(zhuān)家型教師用的比新手教師多;但是老師多使用簡(jiǎn)單型積極反饋,易忽略評(píng)價(jià)型積極反饋?;谝陨涎芯浚P者提出了一些建議。

    關(guān)鍵詞:教師反饋語(yǔ);積極反饋;簡(jiǎn)單型積極反饋;評(píng)價(jià)型積極反饋;引導(dǎo)型積極反饋

    Abstract: Among all the studies concerning classroom teaching, teacher feedback has long been one of the focuses, but the researches seldom use the perspective of comparison between expert and novice teachers. In this paper, the author divided positive feedback into three categories: simple, evaluative and instructive positive feedback, aiming to investigate how different positive feedback is adopted by the novice and the expert teacher in junior middle school in reading, listening & speaking and vocabulary class. The research questions focus on the different attitudes of an expert English teacher and a novice English teacher towards the choice of different types of positive feedback in different classes. According to the quantitative and qualitative analysis of the data collected through classroom observation and interviews, a conclusion is drawn. Positive feedback is widely adopted in different class types, especially in the expert teachers class and in reading class, while the teachers often choose simple positive feedback and ignore evaluative type. Based on the study, some implications can be drawn.

    Key words: teacher feedback; positive feedback; simple positive feedback; evaluative positive feedback; instructive positive feedback

    1. Introduction

    In recent years, one of the most important aspects of classroom-based researches becomes the classroom discourse, which refers to the language used in classroom. Swain (235-253) assumes that classroom interaction constitutes the environment in which second language students are exposed to target language samples. Thus, many related researches are carried out about teacher feedback. It is claimed that teachers use teacher talk to organize and initiate students to take part in various communications and express themselves (Anton 303-318). Teacher feedback is a vital aspect in teacher talk and it is also a crucial source of input for students. The quantity and quality of teacher feedback in language classroom has a great effect on classroom teaching and is even a decisive factor to the success or failure of it. Students will be stimulated to further their thinking and achieve a sense of satisfaction when receiving positive feedback from the teacher. Different teacher feedback will lead to different classroom interaction and have ultimately an effect on students performance. By observing an expert teachers and a novice teachers reading, listening & speaking and vocabulary class, this paper aims to analyze how positive feedback promotes student language acquisition in middle school.

    As is known to all, positive feedback can stimulate students study interest and help them build up self-confidence. In this paper, the author divides positive feedback into three sub-categories: simple positive feedback, evaluative positive feedback and instructive positive feedback. But the majority of responses are just simple type. Through investigation, the researchers claim that the teacher feedback is different by different teachers and in different lesson types (Lin Zhengjun & Zhou Sha 15-22). But in domestic research, there are still not enough researches about positive feedback, not to mention the sub-categories of it, and the comparative studies of expert and novice teachers positive feedback are much fewer.

    In order to fill in that blank, based on literature review, class observation and follow-up interviews, this thesis takes an expert teachers and a novice teachers positive feedback in reading, listening & speaking and vocabulary classes as its research focus, aiming to investigate how positive feedback is adopted to facilitate student language acquisition in middle school. Different from the previous study, this thesis not only focuses on teacher feedback, but also concerns the relation between positive feedback and class types, the differences lying between the novice teacher and the expert teacher when choosing and using positive feedback.

    The thesis tends to answer the following questions: 1) What are the attitudes of expert English teacher and novice English teacher towards the choice of simple positive feedback? 2) What are the attitudes of expert English teacher and novice English teacher towards the choice of evaluative positive feedback? 3) What are the attitudes of expert English teacher and novice English teacher towards the choice of instructive positive feedback?

    2. Literature review

    2.1 Definition of teacher feedback

    Teacher feedback is a kind of teacher talk. Teacher talk is composed of four categories: teacher talk of classroom management, teaching language, exchanging language between teachers and students and teacher talk as feedback(Lin Ruchang 10-15).Sinclair and Coulthard (1975) identify teacher feedback as the third move in the I-R-F (Initiation-Response-Follow-up) exchange structure system in the analysis of classroom discourse. In Longman Dictionary of Applied Linguistics, teacher feedback is defined as any information, which provides a report on the result of behavior (Richards & Lockhart l88). Feedback is the teachers evaluation of the student response (Cook,2000).

    Teacher feedback can be given by verbal action, like praise,any relevant comments or other encouraging form, or by nonverbal action, such as the eye contact, gestures, facial expressions or silence.

    2.2 Definition of positive teacher feedback

    From the perspective of function, teacher feedback can be divided into positive and negative feedback (Chaudron, 1988; Nunan, 1991; Zhao Xiaohong, 17-22). As for the positive teacher feedback, there has been no official word, for different scholars may have defined the term from different perspectives, but we can summarize it generally. Positive teacher feedback, just as its name implies, is a kind of information that confirms the students right answer and praise the learners performance, such as “you are right”, “good job”, “well done”. It appears to be affirming, approving and agreeing. In the virtual context, Stemler(339) put forward that “it aims to make students know what progress they have achieved in figuring out ”.

    Lyster and Ranta (37-66) quoted in Lightbown and Spada (103-105), specifically divided teacher feedback into eight types. They are explicit correction, recast, clarification requests, elicitation, metalinguistic feedback, repetition, comment and expansion. Chinese researcher Zhao Xiaohong (17-22) further develops the positive feedback into simple feedback, feedback with more input and feedback with elicitation. Simple positive feedback refers to simple confirmation of students response like “well done”, “good” or just repeating the response. Positive feedback with more input means besides simple feedback there will be more comments given to students. Positive feedback with elicitation means the teacher accepts the students answer and then raises a further question based on it. In this paper, the author divides positive feedback into three sub-categories: simple positive feedback, evaluative positive feedback and instructive positive feedback.

    2.3 Significance of positive teacher feedback

    It can be concluded that the significance of positive feedback is far beyond providing and adding knowledge. It can also motivate students, draw their attention, create harmonious atmosphere for them, lead them to further their thinking and explore actively.

    So far, little attention has been drawn to the influence of positive teacher feedback on students language acquisition, especially lacking the study of positive teacher feedback through different class types. Thus it is necessary to do a research on positive teacher feedback in different class types, including reading class, listening & speaking class and vocabulary class, in middle school English class. In addition, a comparative study of positive feedback between expert English teacher and novice English teacher has been rare. It means, to some extent, the research in this field is still remaining a margin. This paper uses the authentic data to analyze, thus it will add some empirical studies into EFL teaching. Such researches will be helpful to find out the weakness of both kinds of teachers in positive feedback and give some proper solutions to the problems. Therefore, this study is not just beneficial for English teaching and learning of middle English class, it can also give some enlightenment to other English classes.

    3. Research Methodology

    This paper tends to study on differences between expert teacher and novice teacher when choosing and using positive teacher feedback on different class types in junior middle school. In practical aspect, the research is finally cantered on Jinhua Foreign Language school, which is a key school and affiliated to its own high school. The teachers are Cheng Huan, a senior teacher with rich experience -- eight years in teaching English; and Chen Yating, who just graduated from Normal University 3 months ago and has been a new teacher. As for students, they are 26 from Class Four, Grade Seven, with16 of them female and 10 of them male, and 24 from Class Six, Grade Seven, with15 of female and 9 of them male. Their age ranges from 13 to 15.With the permission of the subject teacher, the whole process of classroom observation lasts for eight weeks from September 13th to November 5th. Reading, listening & speaking and vocabulary classes are all observed two periods respectively.

    The effectiveness of positive teacher feedback can be tested through the quantitative and qualitative analysis of the data collected through class observation and transcription. Two instruments are employed in this paper, including classroom observation and interview. The integration of various research methods can ensure the reliability of research results. Thus the research subject and methods are fixed, which are the very prerequisite of conducting the research.

    4. Results and discussion

    4.1 Different choices of simple positive feedback

    Simple positive feedback refers to simple confirmation of students response with the utterances like “good”, “yes”, “that is right”, “excellent”, “good job”, “well done” and “thank you”, or just repeating the response. It is used frequently in current English class in middle high school. Limited by time, teachers use simple approval to show their agreement and praise students concisely in order to encourage them to involve in the topic actively. Actually, it is widely accepted that every time after the teachers in-class feedback to the common performance of the students, no time is given for the teacher to give evaluation or initiation. The focus will be soon passed to the next one.

    The respective numbers of simple positive feedback between the expert teacher and the novice teacher used in different lessons are shown as follows:

    4.2 Different choices of evaluative positive feedback

    Evaluative positive feedback means besides simple positive feedback there will be more evaluation given to students and they can offer personal comments on students performance, for example, showing their opinions to students like understanding, appreciation, and comment on the answer instead of praising habitually or repeating simply.

    Eg(1):S: When I was six years old, I, I was throwing stones in a pool and throwing myself.

    T: How brave you were! (——Appendix II from the expert teacher in reading class)

    (2):S: We can get knowledge.

    T: You are so clever! (——Appendix II from the novice teacher in reading class)

    Both teachers and students are participants in classroom conversation, and the teachers responsibility is far beyond evaluating students responses. They offer comment on students responses, which create a harmonious atmosphere to communicate with students. It also provide some comprehensible input to students, benefiting students language acquisition.

    The respective numbers of evaluative positive feedback between the expert teacher and the novice teacher used in different lessons are shown as follows:

    4.3 Different choices of instructive positive feedback

    Instructive positive feedback means the teacher accepts the students answer and then raises a follow-up question or provides another perspective to further explore the topic.

    Eg(3):T: In English, That (challenge) means to do the things... impossible, right?

    S: ...( Very difficult)

    T: Yes, maybe very difficult. To do many things difficult. So could you tell me the most challenging thing you have done? (——Appendix II from the expert teacher in reading class)

    (4):T: …can you guess whats this?

    S: Girls dorm building.

    T: Girls dorm building,right. OK,can you describe my dorm building? Its a building with.... With what? Can you guess? (——Appendix II from the novice teacher in reading class)

    It means the teacher provides more information according to students responses in either form or content. He or she may reformulate or elaborate students responses. Instructive positive feedback is conductive to genuine interaction. Teachers expansion feedback enriches the content of communication.

    The respective numbers of instructive positive feedback between the expert teacher and the novice teacher used in different lessons are shown as follows:

    5 Conclusion

    From the analysis of collected data, the main findings are summarized as follow:

    Generally speaking, in each class type, both the expert teacher and the novice teacher have paid attention to students responses and adopted different kinds of positive feedback to encourage students to output. Indeed, of all types of class, the reading class accumulates the most positive feedback, which serves as a stimulation to help the students understand the context. In addition, of all these sub-categories of positive feedback, the percentage of simple approval technique is the highest one used by the two teachers in those three lesson types researched, as it can arouse students interest and strengthen their sensibility to the structure or content, even though it is not the most effective in language teaching and learning. Whereas, compared with other types of positive feedback, evaluative type is the least one used by both teachers in classroom interaction, which is even excluded by the expert teacher in listening & speaking class and by the novice teacher in vocabulary class during the observing periods.

    When it comes to the differences, the expert teacher has used more positive feedback than the novice teacher, especially in listening & speaking class. Besides, the expert English teacher prefers positive feedback in listening & speaking class, while the novice teacher uses positive feedback most commonly in reading class. Unlike the expert teacher, who might pursue a balance among different types of positive feedback when responding to students performance, the novice teacher has her preference and depends too much on simple approval or repetition, which implies when giving feedback the novice teacher is likely to focus on the form rather than on the content.

    In detail, when using simple positive feedback, although it is the most popular way for both teachers, the proportions taken by the novice teacher have deviated from the reasonable range, especially in reading class and in vocabulary class. The expert teacher prefers simple positive feedback most in reading class and least in listening & speaking class. By contrast, the novice teacher adopts it most commonly in vocabulary class and least in listening & speaking class.

    As for the choice of evaluative positive feedback by the expert teacher and the novice teacher, the former one employs it often in order to appreciate the students who learn the new words quickly, so the proportion in vocabulary class is the highest, while that is still quite small under positive feedback in general. Whereas, the novice teacher is likely to see it as a buffer to relieve students anxiety of making mistakes in listening & speaking class. Regardless of it, the proportion is only a little more than one tenth. Bedsides, it is worth mentioning that no evaluative positive feedback is adopted by the expert teacher in such class during the period of observation. As for the novice teachers class, this type of positive feedback is also missed in vocabulary class. It clearly shows that in different types of class transcribed, the frequency of evaluative positive feedback has been very low. Limited by time, the teachers have difficulty adding personal comments on students response.

    When choosing instructive positive feedback, the frequency used by the expert teacher, such as expanding the question or raising another question, is more than 6 times as many as the novice teacher. Although these two teachers choose it as the main technique to inspire the students to do further thinking in English listening & speaking class, the proportion varies greatly between the expert teacher and the novice teacher one.

    To sum up, positive feedback has a significant effect in second language learning. Both the novice teacher and the expert teacher should adopt diverse and effective positive feedback according to different class types and its teaching goals. It is hoped that these findings will motivate teachers to identify that positive feedback promotes the interest of learning and provides the students a supportive learning environment.

    6. Implications

    Teacher feedback is one of the most important elements of teacher talk, and it can be served as resources of learners comprehensible input. Besides, effective positive feedback can arouse students interest in English, improve students output and involve students in the topic deeply There is no denying that both the expert teacher and the novice teacher have a consciousness of the significance of positive feedback. But both the novice teacher and the expert teacher are supposed to improve the quality of positive feedback and combine these three means better to explore a balance. According to the research some suggestions are drawn.

    First of all, there are some suggestions for the novice teacher. From the aspect of frequency of positive feedback, the ratio of novice teacher and expert teacher is 0.56:1, so it is necessary for the novice teacher to use more positive feedback, as a sign to confirm the progress of the students performance and promote the interest of their learning. Furthermore, the charts show that the novice teacher depended too much on simple positive feedback, the proportion are 104/125 in reading class, 11/15 in listening & speaking class and 26/28 in vocabulary class. It is high time that the novice teacher was supposed to turn more attention from simple positive feedback to evaluative and instructive positive feedback She should adopt diverse types of positive feedback flexibly in class, which stimulate students in different ways and push them to output most. When one kind of positive feedback fails to achieve the aims, another one can be adopted to supplement.

    On the other hand, when it comes to the expert teacher, lacking evaluative positive feedback is a common problem in all kinds of classes investigated. It is high time for her to increase awareness of evaluative positive feedback in a relaxing atmosphere in order to show her opinions like understanding, appreciation and comment on the students responses. Moreover, except in the listening & speaking class, the number of simple positive feedback balances that of instructive positive feedback, it differs distantly and extremely in the other types of classes. Therefore, the expert teacher is supposed to apply more instructive positive feedback in reading and vocabulary class.

    Works Cited

    Allwood, Gardenfors. “Feedback in Second Language Acquisition.” Theoretical Linguistics 68(1993):368-375.

    Anton. The discourse of a student-centered classroom: sociocultural perspectives on teacher-student interaction in the second-language classroom. London: The Modern Language Journal,1999.

    Chaudron, C. Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press,1988.

    Cook,Victor. Second language learning and language teaching. Beijing: Foreign Language Teaching and Research Press, 2000.

    Krashen, S. D. Principles and practice in second language acquisition. Englewood Cliffs, NJ: Prentice Hall,1982.

    Nunan, D. Language teaching methodology: A textbook for teachers. New York: Prentice Hall,1991.

    Sinclair, J. & Coulthard, M. Towards an analysis of discourse. Oxford: Oxford University Press,1975.

    Swain, M. “Communicative competence: Some roles of comprehensible output in its development.” In S. Gass & C. Madden (Eds.), Input in second language acquisition (235-253). Cambridge: Newbury House,1985.

    Ur, Penny. A Course in language teaching: Practice and theory. Cambridge: Cambridge University Press,1996.

    李?lèi)偠?、范宏雅,《話語(yǔ)分析》,上海:上海外語(yǔ)教育出版社,2002年。

    [Li Yuee & Fan Hongya. “Discourse Analysis.” Shanghai: Shanghai Foreign Language Education Press,2002.]

    林汝昌,“教學(xué)語(yǔ)言——一個(gè)仍有待研究的問(wèn)題”,《外語(yǔ)界》1996年第2期,第10-15頁(yè)。

    [Lin Ruchang. “Teaching Language-a Problem still to be studied.” Foreign Language World 2(1996): 10-15.]

    林正軍、周沙,“中學(xué)英語(yǔ)課堂教師反饋語(yǔ)的類(lèi)型與特征研究”,《外語(yǔ)教學(xué)理論與實(shí)踐》2011年第3期,第15-22頁(yè)。

    [Lin Zhengjun & Zhou Sha. “A Study on the Forms and Features of Teacher Feedback in English Class in High School.” Foreign Language Teaching and Research Press 3(2011): 15-22.]

    劉旭東,“中學(xué)英語(yǔ)教師課堂反饋語(yǔ)研究”,《中小學(xué)外語(yǔ)教學(xué)(中學(xué)篇)》2009年第1期,第41-45頁(yè)。

    [Liu Xudong. “A Study on English Teacher Feedback in High School.” Foreign Language Teaching in Schools (Middle Version) 1(2009): 41-45.]

    王艷杰,“高中英語(yǔ)課堂中專(zhuān)家型教師與新手教師話語(yǔ)對(duì)比研究”,碩士學(xué)位論文,東北師范大學(xué), 2009年。

    [Wang Yanjie. “A Comparative Study on Expert and Novice Teacher Talk in Senior High School.” MA thesis. Northeast Normal University, 2009.]

    俞國(guó)良,“專(zhuān)家一新手型教師教學(xué)效能感和教學(xué)行為的研究”,《心理學(xué)探新》1999年第2期,第32-39頁(yè)。

    [Yun Guoliang. “A Research on Expert-Novice Teachers Teaching Sense of Competence and Teaching Behavior.” New Exploration on Psychology 2(1999): 32-39.]

    虞應(yīng)瓊,“專(zhuān)家教師與新手教師反饋的比較研究——以貴州仁懷一中英語(yǔ)教師為例”,碩士學(xué)位論文,西南大學(xué),2009年。

    [Yu Yingqiong. “A Comparative Study on Expert and Novice Teachers Feedback in Senior Middle Schools:Based on the investigation in Renhuai No.1 High School.” MA thesis. Southwestern University, 2009.]

    趙曉紅,“大學(xué)英語(yǔ)閱讀課教師話語(yǔ)的調(diào)查分析”,《外語(yǔ)界》1998年第70卷第2期,第17-22頁(yè)。

    [Zhao Xiaohong. “The investigation and analysis of teacher talk in college English reading class.” Foreign Language World Vol. 70. 2(1998): 17-22.]

    周星,周韻,“大學(xué)英語(yǔ)課堂教師話語(yǔ)的調(diào)查與分析”,《外語(yǔ)教學(xué)與研究》2002年第1期,第59-68頁(yè)。

    [Zhou Xing and Zhou Yun. “A Study on Teacher Talk in English Class in College.” Foreign Teaching and Research 1(2002): 59-68.]

    亚洲色图综合在线观看| 黄色视频不卡| 高清毛片免费观看视频网站 | av网站在线播放免费| 免费一级毛片在线播放高清视频 | 亚洲欧美一区二区三区久久| 国产高清视频在线播放一区| 久久天堂一区二区三区四区| 91国产中文字幕| svipshipincom国产片| 亚洲av片天天在线观看| 极品少妇高潮喷水抽搐| 91成年电影在线观看| 国产欧美日韩一区二区精品| 窝窝影院91人妻| 午夜两性在线视频| 91麻豆精品激情在线观看国产 | 一级片'在线观看视频| 欧美乱码精品一区二区三区| 精品亚洲成国产av| 午夜福利免费观看在线| 国产区一区二久久| 9色porny在线观看| 中文字幕另类日韩欧美亚洲嫩草| 老司机在亚洲福利影院| 日韩免费高清中文字幕av| 高清欧美精品videossex| 国产精品国产高清国产av | 国产精品免费一区二区三区在线 | 国产麻豆69| 大码成人一级视频| 国产97色在线日韩免费| 少妇的丰满在线观看| 成人国语在线视频| 女人被狂操c到高潮| 亚洲欧美激情综合另类| 精品午夜福利视频在线观看一区| 日本vs欧美在线观看视频| 久久久久视频综合| 国产精品一区二区免费欧美| 成人影院久久| 人人澡人人妻人| 成人18禁高潮啪啪吃奶动态图| 久久影院123| 看免费av毛片| 日日爽夜夜爽网站| 午夜91福利影院| 99久久99久久久精品蜜桃| 欧美精品啪啪一区二区三区| 国产亚洲av高清不卡| 亚洲国产精品合色在线| 老熟妇乱子伦视频在线观看| 国产精品一区二区精品视频观看| 免费av中文字幕在线| 1024视频免费在线观看| 91成年电影在线观看| 国产欧美亚洲国产| 一个人免费在线观看的高清视频| 一区二区日韩欧美中文字幕| 午夜影院日韩av| 777久久人妻少妇嫩草av网站| 亚洲一区中文字幕在线| 国产亚洲精品久久久久久毛片 | 村上凉子中文字幕在线| 一级a爱片免费观看的视频| 亚洲成人免费av在线播放| 91成人精品电影| 日韩欧美三级三区| 露出奶头的视频| 亚洲性夜色夜夜综合| 99在线人妻在线中文字幕 | 校园春色视频在线观看| 人妻久久中文字幕网| 国产在视频线精品| 日本欧美视频一区| 一边摸一边抽搐一进一小说 | 一二三四社区在线视频社区8| 超色免费av| 国产在线精品亚洲第一网站| 999精品在线视频| 国产一区二区三区综合在线观看| 国产麻豆69| 国产亚洲精品一区二区www | 日日爽夜夜爽网站| 亚洲国产精品sss在线观看 | 人人妻人人澡人人看| 在线观看免费高清a一片| 欧美+亚洲+日韩+国产| 成人亚洲精品一区在线观看| 成人国语在线视频| 国产精品免费视频内射| 老汉色av国产亚洲站长工具| 久99久视频精品免费| 成人精品一区二区免费| 巨乳人妻的诱惑在线观看| 99在线人妻在线中文字幕 | 丝袜在线中文字幕| 两个人免费观看高清视频| 国产av精品麻豆| 少妇的丰满在线观看| 又黄又爽又免费观看的视频| 精品人妻在线不人妻| 久久精品成人免费网站| 日日爽夜夜爽网站| 天天影视国产精品| 国产成人影院久久av| 久久国产精品人妻蜜桃| 日韩欧美国产一区二区入口| 国产成人精品久久二区二区91| 老司机福利观看| 欧美精品亚洲一区二区| 欧美黄色片欧美黄色片| 色婷婷av一区二区三区视频| 国产精品一区二区精品视频观看| 天堂√8在线中文| 美女 人体艺术 gogo| 91在线观看av| 一级a爱片免费观看的视频| 母亲3免费完整高清在线观看| 黄色丝袜av网址大全| 在线观看www视频免费| 亚洲av成人av| 精品久久蜜臀av无| 亚洲成人免费电影在线观看| 国产一区二区激情短视频| 黄色片一级片一级黄色片| 成人永久免费在线观看视频| 久久精品国产清高在天天线| 视频区图区小说| 91在线观看av| 91麻豆精品激情在线观看国产 | 国产1区2区3区精品| av天堂在线播放| 男女免费视频国产| 亚洲精品久久午夜乱码| 叶爱在线成人免费视频播放| 欧美成人免费av一区二区三区 | 欧美日韩乱码在线| 日韩欧美在线二视频 | 美女 人体艺术 gogo| 99国产精品一区二区三区| 久久久精品免费免费高清| 亚洲五月婷婷丁香| 国产亚洲精品一区二区www | 搡老熟女国产l中国老女人| 国产真人三级小视频在线观看| 色精品久久人妻99蜜桃| 在线观看免费高清a一片| 亚洲国产精品sss在线观看 | 久久久久视频综合| 999精品在线视频| 国产一区二区激情短视频| 国产亚洲欧美98| 一边摸一边抽搐一进一出视频| 精品国产美女av久久久久小说| 亚洲熟女精品中文字幕| 午夜91福利影院| 精品一品国产午夜福利视频| 在线观看免费午夜福利视频| 9热在线视频观看99| 久久天堂一区二区三区四区| bbb黄色大片| 国产精品久久久久成人av| 国产精品国产av在线观看| 香蕉国产在线看| 亚洲国产欧美网| 国产xxxxx性猛交| 日韩大码丰满熟妇| 日韩免费高清中文字幕av| 他把我摸到了高潮在线观看| 操美女的视频在线观看| 精品国产亚洲在线| 国产伦人伦偷精品视频| xxxhd国产人妻xxx| 国产淫语在线视频| 久久久精品国产亚洲av高清涩受| 欧美日韩精品网址| 天天添夜夜摸| 国产精品一区二区在线不卡| 亚洲成人免费av在线播放| 久久久久国内视频| 天天躁日日躁夜夜躁夜夜| 久久精品国产亚洲av香蕉五月 | 精品国产一区二区三区四区第35| 国产av又大| 在线观看免费高清a一片| 国产一区在线观看成人免费| 国产精品美女特级片免费视频播放器 | 久久久久久久午夜电影 | 手机成人av网站| 中文字幕人妻丝袜一区二区| 一级片'在线观看视频| 不卡一级毛片| 母亲3免费完整高清在线观看| 国产激情欧美一区二区| 亚洲国产精品sss在线观看 | 国产精品免费大片| 婷婷精品国产亚洲av在线 | 亚洲全国av大片| 国产成人精品无人区| 一级毛片女人18水好多| 日本五十路高清| 亚洲av第一区精品v没综合| 黄色成人免费大全| 国产亚洲av高清不卡| 国产精品久久久av美女十八| 国产精品自产拍在线观看55亚洲 | 成人永久免费在线观看视频| 精品亚洲成a人片在线观看| 五月开心婷婷网| 欧美精品一区二区免费开放| 久久人妻av系列| 又紧又爽又黄一区二区| 一a级毛片在线观看| 中文字幕人妻丝袜制服| 欧美丝袜亚洲另类 | 色播在线永久视频| 一二三四在线观看免费中文在| 亚洲五月色婷婷综合| 悠悠久久av| 日韩欧美三级三区| 国产成人一区二区三区免费视频网站| 91在线观看av| 97人妻天天添夜夜摸| 亚洲熟妇中文字幕五十中出 | 国产精品.久久久| 1024视频免费在线观看| 黄片播放在线免费| 国产av一区二区精品久久| 国产成人av教育| 97人妻天天添夜夜摸| 色94色欧美一区二区| www.熟女人妻精品国产| 亚洲第一av免费看| 国产麻豆69| 日韩中文字幕欧美一区二区| 啪啪无遮挡十八禁网站| 欧美乱色亚洲激情| 精品久久久久久久毛片微露脸| 国产高清国产精品国产三级| 99国产极品粉嫩在线观看| 最新的欧美精品一区二区| 精品久久久精品久久久| 一二三四社区在线视频社区8| 成熟少妇高潮喷水视频| 女人高潮潮喷娇喘18禁视频| 国产欧美日韩综合在线一区二区| 国产精品亚洲一级av第二区| 人成视频在线观看免费观看| 国产精品久久久久成人av| 捣出白浆h1v1| xxx96com| 欧美黑人精品巨大| 可以免费在线观看a视频的电影网站| 美女视频免费永久观看网站| 男人的好看免费观看在线视频 | 精品国产一区二区三区四区第35| 国产麻豆69| 精品国产亚洲在线| 99riav亚洲国产免费| 9191精品国产免费久久| 免费少妇av软件| 叶爱在线成人免费视频播放| 成年人黄色毛片网站| 色在线成人网| 国产麻豆69| 丰满饥渴人妻一区二区三| 黄色视频,在线免费观看| 欧美黄色淫秽网站| 美国免费a级毛片| 亚洲精品国产区一区二| a级片在线免费高清观看视频| 青草久久国产| 欧美成人午夜精品| 国产欧美亚洲国产| 久久久国产成人精品二区 | 欧美日韩瑟瑟在线播放| 宅男免费午夜| 丝袜人妻中文字幕| 欧美精品av麻豆av| 精品国产亚洲在线| 亚洲黑人精品在线| 超碰成人久久| 午夜免费观看网址| 亚洲av欧美aⅴ国产| 人人澡人人妻人| 国产视频一区二区在线看| 精品乱码久久久久久99久播| 精品国产一区二区久久| 亚洲色图av天堂| 一区二区日韩欧美中文字幕| 麻豆av在线久日| svipshipincom国产片| 久久香蕉精品热| 80岁老熟妇乱子伦牲交| 亚洲中文av在线| 国产国语露脸激情在线看| 久久精品亚洲精品国产色婷小说| 无遮挡黄片免费观看| 一级,二级,三级黄色视频| 亚洲中文日韩欧美视频| 成年人免费黄色播放视频| 国内久久婷婷六月综合欲色啪| 丁香欧美五月| 中出人妻视频一区二区| 亚洲欧美色中文字幕在线| 精品一区二区三区四区五区乱码| 韩国精品一区二区三区| 午夜老司机福利片| 亚洲全国av大片| 国产av又大| 久久香蕉精品热| 夜夜爽天天搞| 色婷婷久久久亚洲欧美| 久久中文字幕一级| 亚洲专区字幕在线| 国内毛片毛片毛片毛片毛片| av电影中文网址| 日本黄色日本黄色录像| 精品少妇久久久久久888优播| 久久精品国产亚洲av香蕉五月 | 国产一卡二卡三卡精品| 国产成人啪精品午夜网站| 色在线成人网| 日韩一卡2卡3卡4卡2021年| ponron亚洲| 欧美日韩视频精品一区| 美女视频免费永久观看网站| 免费观看a级毛片全部| 国产亚洲一区二区精品| 免费看十八禁软件| 国产亚洲av高清不卡| 国产精品 国内视频| 欧美性长视频在线观看| 狠狠婷婷综合久久久久久88av| 男男h啪啪无遮挡| 亚洲熟妇中文字幕五十中出 | 久久婷婷成人综合色麻豆| 18在线观看网站| 国产精品一区二区精品视频观看| 久久精品91无色码中文字幕| 国产视频一区二区在线看| 色精品久久人妻99蜜桃| 国产精品亚洲一级av第二区| 1024视频免费在线观看| 亚洲三区欧美一区| 嫁个100分男人电影在线观看| 一级a爱视频在线免费观看| 大型av网站在线播放| 老司机亚洲免费影院| 欧美日韩亚洲综合一区二区三区_| 丝袜美足系列| 亚洲性夜色夜夜综合| 亚洲午夜理论影院| 成在线人永久免费视频| 欧美人与性动交α欧美软件| 久久精品国产亚洲av高清一级| 久久精品亚洲精品国产色婷小说| 99精国产麻豆久久婷婷| 日韩免费高清中文字幕av| 久久中文字幕人妻熟女| 不卡av一区二区三区| 91av网站免费观看| 久久久久国产精品人妻aⅴ院 | 久久久久久免费高清国产稀缺| 超色免费av| 亚洲熟女毛片儿| 这个男人来自地球电影免费观看| 国产精品亚洲一级av第二区| 如日韩欧美国产精品一区二区三区| 久久香蕉精品热| 高清毛片免费观看视频网站 | 日本五十路高清| 日本撒尿小便嘘嘘汇集6| 乱人伦中国视频| 三级毛片av免费| 亚洲av成人不卡在线观看播放网| 很黄的视频免费| 亚洲精品在线观看二区| 可以免费在线观看a视频的电影网站| 天天躁狠狠躁夜夜躁狠狠躁| 777米奇影视久久| 日韩 欧美 亚洲 中文字幕| 欧美日韩亚洲国产一区二区在线观看 | 黄色视频不卡| 色播在线永久视频| 性色av乱码一区二区三区2| 无限看片的www在线观看| 天堂中文最新版在线下载| 欧美乱色亚洲激情| 欧美在线一区亚洲| 久久香蕉精品热| 麻豆av在线久日| 咕卡用的链子| videosex国产| 午夜福利影视在线免费观看| 90打野战视频偷拍视频| 人人妻人人添人人爽欧美一区卜| 久久中文看片网| 国产成人av激情在线播放| 亚洲成av片中文字幕在线观看| 久久久久精品国产欧美久久久| 国产精品久久久av美女十八| 视频区图区小说| 黄色成人免费大全| 90打野战视频偷拍视频| 久久久久久久久免费视频了| av欧美777| 久久香蕉激情| 亚洲色图av天堂| 亚洲九九香蕉| 看片在线看免费视频| 欧美激情 高清一区二区三区| 亚洲第一欧美日韩一区二区三区| 男人舔女人的私密视频| 超色免费av| 下体分泌物呈黄色| 俄罗斯特黄特色一大片| 亚洲色图综合在线观看| 丰满的人妻完整版| 国产成人欧美在线观看 | 女警被强在线播放| 日韩中文字幕欧美一区二区| 最近最新中文字幕大全免费视频| 中文字幕高清在线视频| 岛国毛片在线播放| 在线观看舔阴道视频| 51午夜福利影视在线观看| 成年人午夜在线观看视频| 中国美女看黄片| 亚洲精品国产区一区二| 老司机午夜十八禁免费视频| 国产在线观看jvid| 免费久久久久久久精品成人欧美视频| 亚洲,欧美精品.| 久久青草综合色| 成人亚洲精品一区在线观看| 成年版毛片免费区| 久久精品91无色码中文字幕| 悠悠久久av| 很黄的视频免费| 在线观看一区二区三区激情| 男女高潮啪啪啪动态图| 亚洲熟妇熟女久久| 91九色精品人成在线观看| 黄色视频,在线免费观看| 国产成人精品久久二区二区免费| 岛国毛片在线播放| 看片在线看免费视频| 成人亚洲精品一区在线观看| 日日夜夜操网爽| 捣出白浆h1v1| 窝窝影院91人妻| 在线天堂中文资源库| 脱女人内裤的视频| 日本黄色日本黄色录像| 人人妻人人添人人爽欧美一区卜| 国产不卡av网站在线观看| 色尼玛亚洲综合影院| 欧美日韩乱码在线| 久久草成人影院| 99国产极品粉嫩在线观看| 女警被强在线播放| 亚洲精品国产区一区二| 欧美亚洲 丝袜 人妻 在线| 手机成人av网站| 午夜亚洲福利在线播放| 欧美乱码精品一区二区三区| 人人妻人人澡人人爽人人夜夜| 久久国产亚洲av麻豆专区| 亚洲久久久国产精品| 91大片在线观看| 国产精品国产av在线观看| 欧洲精品卡2卡3卡4卡5卡区| 午夜福利,免费看| 99国产精品99久久久久| 大型av网站在线播放| 日本黄色视频三级网站网址 | 免费少妇av软件| 久久午夜综合久久蜜桃| 人人妻人人澡人人爽人人夜夜| 亚洲国产精品合色在线| 午夜精品在线福利| 美女视频免费永久观看网站| 两性夫妻黄色片| 黄网站色视频无遮挡免费观看| 又大又爽又粗| 激情在线观看视频在线高清 | 日日夜夜操网爽| 亚洲久久久国产精品| 久久国产精品人妻蜜桃| 一级a爱片免费观看的视频| 免费不卡黄色视频| 韩国精品一区二区三区| 国产国语露脸激情在线看| 中文字幕制服av| 69精品国产乱码久久久| 国产一区二区三区视频了| 国产精品成人在线| 精品国产亚洲在线| 国产av又大| 12—13女人毛片做爰片一| 成人黄色视频免费在线看| 国产欧美日韩一区二区三区在线| 日韩有码中文字幕| 嫩草影视91久久| 亚洲欧美激情综合另类| 亚洲全国av大片| 国产国语露脸激情在线看| 男人舔女人的私密视频| 国产极品粉嫩免费观看在线| 好男人电影高清在线观看| 国产极品粉嫩免费观看在线| 国产又色又爽无遮挡免费看| 亚洲 欧美一区二区三区| 久久人妻熟女aⅴ| 在线观看免费视频日本深夜| 国产麻豆69| 黄色女人牲交| 精品高清国产在线一区| 最近最新免费中文字幕在线| 嫩草影视91久久| √禁漫天堂资源中文www| av有码第一页| 国产精品一区二区精品视频观看| 视频区图区小说| 午夜福利乱码中文字幕| 少妇猛男粗大的猛烈进出视频| 天天操日日干夜夜撸| 身体一侧抽搐| 人妻久久中文字幕网| 国产一区二区三区综合在线观看| 老司机亚洲免费影院| 男人操女人黄网站| 巨乳人妻的诱惑在线观看| 怎么达到女性高潮| 国产成人精品久久二区二区91| 美女视频免费永久观看网站| 色综合欧美亚洲国产小说| 日本黄色日本黄色录像| a级毛片黄视频| 欧美色视频一区免费| 天天影视国产精品| 99精品在免费线老司机午夜| 天天操日日干夜夜撸| 999久久久国产精品视频| 大片电影免费在线观看免费| 大香蕉久久网| 一二三四在线观看免费中文在| 美女 人体艺术 gogo| 少妇被粗大的猛进出69影院| 淫妇啪啪啪对白视频| 亚洲精品国产精品久久久不卡| 国产成人精品久久二区二区免费| 久久中文字幕一级| 老司机在亚洲福利影院| 中文欧美无线码| 男人舔女人的私密视频| 极品人妻少妇av视频| av中文乱码字幕在线| 成年女人毛片免费观看观看9 | 国产精品 国内视频| 建设人人有责人人尽责人人享有的| 久久午夜亚洲精品久久| 亚洲成人免费av在线播放| 精品一区二区三区av网在线观看| 天堂中文最新版在线下载| 12—13女人毛片做爰片一| 国产精品久久电影中文字幕 | 看免费av毛片| av网站免费在线观看视频| 欧美+亚洲+日韩+国产| 成人影院久久| 免费女性裸体啪啪无遮挡网站| 在线观看www视频免费| 亚洲精品乱久久久久久| 天堂√8在线中文| 水蜜桃什么品种好| 99热网站在线观看| 亚洲男人天堂网一区| 99国产精品一区二区三区| 久99久视频精品免费| 在线永久观看黄色视频| 久久精品亚洲精品国产色婷小说| 免费观看a级毛片全部| 欧美黑人精品巨大| 91九色精品人成在线观看| tocl精华| 久久精品aⅴ一区二区三区四区| 亚洲av片天天在线观看| 91国产中文字幕| 国产不卡一卡二| 精品卡一卡二卡四卡免费| 欧美乱妇无乱码| 在线观看免费视频网站a站| 久久精品国产综合久久久| 亚洲五月婷婷丁香| 国产不卡一卡二| 精品卡一卡二卡四卡免费| 青草久久国产| 在线观看免费视频网站a站| 搡老熟女国产l中国老女人| 一区在线观看完整版| 黄色女人牲交| 国产免费男女视频| 中文字幕人妻熟女乱码| 午夜福利一区二区在线看| 美女福利国产在线| 国产精品成人在线| 亚洲精品久久成人aⅴ小说| 女人爽到高潮嗷嗷叫在线视频| 欧美日韩视频精品一区| 黄色女人牲交| 免费在线观看视频国产中文字幕亚洲| 操出白浆在线播放|