高中英语新手教师课堂话语分析

发布时间：2018-02-08 16:40

本文关键词： 新手教师教师话语特征话语量提问类型互动形式反馈方式　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教师话语日益成为二语习得和二语教学研究的一个重要方面。教师话语是教师用来组织管理二语课堂和执行教学计划的语言。教师话语重要不仅因为它可用于组织管理课堂,还因为教师语言能帮助学习中习得语言。更重要的是教师话语还是学习者目标语言可理解输入的主要来源。在中国学生学习英语的机会仅限于课堂,课下他们极少有机会用英语进行交流,也缺少真实语境。然而对于新手教师来说,他们作为教师的时间不长,各方面都在适应中,教学经验不足,教学技能还需要锻炼,尤其是在提问,与学生互动和反馈方面需要加强。因此对新手教师话语进行分析研究能帮助教师提高课堂教学质量,建立更高效的课堂。本文从课堂话语量、教师提问类型、师生互动形式和教师反馈方式四方面入手,旨在研究高中英语新手教师的课堂话语特点。本文结果显示控制着课堂话语的仍是教师话语,而不是学生话语。学生没有充分地沉浸于目的语之中。在教师提问方面,展示性问题明显多于参考性问题。尽管新手教师也会根据不同的课型进行语言调整,但参考性问题总体上数量仍非常少。在互动类型方面。新手教师无论在导入课还是在阅读课中,基本IRF形式都使用得最多,而复杂的互动形式使用得最少。在教师反馈方面,新手教师使用消极反馈多于积极反馈。那是因为他们经常忽视学生的错误或是直接更正错误,这些都属于消极反馈。而当教师提供积极反馈时,通常是给简单的表扬或是通过重复学生的话语来表扬。本文希望能发现英语教学中的现存问题,并提供一些可行的建议以提高教师话语质量。与此同时本文也存在很多局限性,本文只关注了教师话语的部分方面,另一些方面仍需要被进一步研究。
[Abstract]:Teacher talk is increasingly becoming an important aspect of second language acquisition and second language teaching research. Teacher talk is the language used by teachers to organize and manage second language classes and implement teaching plans. Teacher talk is important not only because it can be used to organize and manage the classroom. It is also because the teacher language can help the learners acquire the language. More importantly, the teacher talk or the main source of the learners' target language can understand the input. In China, the chance for students to learn English is limited to the classroom. After class, they have little chance of communicating in English, and lack of real context. However, for the novice teachers, they are not long as teachers, they are adapting to all aspects, teaching experience is not enough, teaching skills need to be trained. Especially in the aspects of questioning, interaction with students and feedback. Therefore, the analysis of novice teacher discourse can help teachers to improve the quality of classroom teaching and establish a more efficient classroom. The purpose of this paper is to study the classroom discourse characteristics of novice English teachers in senior high school. The results show that the teacher discourse still dominates the classroom discourse. Not student talk. Students are not fully immersed in the target language. When it comes to teachers' questions, the problem of presentation is obviously more than the question of reference. Although novice teachers also make language adjustments according to different classes, But the overall number of reference questions is still very small. In terms of interaction types, novice teachers use the most basic IRF form in both the introduction class and the reading class, while the complex interactive form is the least used. Novice teachers use negative feedback more than positive feedback. That's because they often ignore students' mistakes or correct them directly, which are all negative feedback. When teachers provide positive feedback, This paper hopes to find out the existing problems in English teaching and provide some feasible suggestions to improve the quality of teacher talk. At the same time, there are many limitations in this paper. This paper focuses only on some aspects of teacher talk, while others still need to be further studied.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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