初中英语课堂教师反馈语调查研究

发布时间：2018-05-30 22:48

本文选题：教师反馈语 + 初中英语课堂　；参考：《山东师范大学》2015年硕士论文

【摘要】：教师反馈语是教师话语的重要组成部分，是教师组织课堂教学及学生获得语言发展的关键因素。得当的教师反馈语不仅能成为学生语言输入的重要资源，而且能引发师生互动进而促进学生语言输出。相反，不当的教师反馈语则可能错失推动学生语言发展的良机甚至会挫伤学生的语言学习积极性。可见，教师反馈语的研究对促进课堂教学的改进意义重大。新一轮基础教育课程改革要求教师转变传统教育观念，尊重学生主体地位，采取恰当的反馈策略引导学生积极参与课堂。纵观国内基于教师反馈语的研究，其研究范围主要集中在大学和高中课堂两个阶段。相比之下，针对初中英语课堂教学中教师反馈语的研究较少。鉴于此，本文采纳Cullen（2002）对反馈语的分类方法，以Krashen的输入假设，Swain的输出假设以及支架理论为支撑，对初中英语课堂教师反馈语进行研究。通过采用课堂观察，学生问卷，及教师访谈三种研究方法，本研究试图回答以下问题：1.初中英语课堂中教师反馈语有何特点？评价性反馈和话语性反馈所占比例如何？2.教师反馈语主要运用哪些技巧？3.教师反馈语有何功能？4.教师和学生对反馈语的态度和偏好如何？通过定性与定量相结合的分析与讨论，本研究发现：首先，，就所调查的英语课堂而言，评价性反馈语的使用频率远高于话语性反馈语。评价性反馈的使用量占反馈总量的80%。其次，在不同的教学情境下，教师会采取不同的反馈技巧来实现其教学目的。积极的反馈策略主要有认同，简单表扬，重复，表扬加评论；消极的反馈策略包括明确纠错和隐性纠错两大类。就话语性反馈而言，教师往往会采用重述，详细阐述，重复，给予评论这样的手段来鼓励学生积极参与课堂互动。再者，通过采用得体的反馈技巧，教师能为学生搭建认知或情感支架来促使他们有更好的表现。评价性反馈语和话语性反馈语发挥着不同却互补的支架功能。此外，得当的教师反馈语能为学生创造可理解性语言输入，引导出更多的学生语言输出，并且能激发学生参与课堂互动的积极性。最后，虽然教师和学生都意识到反馈语的重要地位，但对其持有不同的态度和偏好。教师反馈语的运用情况是反映教师教育理论素养，教师学科知识与教学经验的一面镜子。提升反馈语的质量的过程不仅有益于构建有效课堂而且有助于实现教师专业发展。然而，在所研究的初中英语课堂中，教师的反馈语还存在着不足之处。因此，教师们还需下大力气来提升反馈语的质量和运用效果。一方面，在教学中应该充分发挥评价性反馈和话语性反馈的功能，兼顾内容与形式，积极为学生参与课堂互动和进行有意义的交流创造条件。另一方面，教师们需要依据学生们的个性特点，认知水平和不断变化的需求，采用不同的反馈技巧，搭建不同的支架，避免机械地、单调地反馈。因此，教师们需要研修教学相关的教育理论知识，在教学活动中遵循以学生为中心的准则，并且注重及时进行批判性反思。希望本研究成果能为教师反馈语的研究提供理论和实践方面的支持。
[Abstract]:Teacher feedback is an important part of teacher's discourse. It is the key factor for teachers to organize classroom teaching and students to obtain language development. Proper teacher feedback can not only become an important resource for students' language input, but also lead to interaction between teachers and students to promote students' language loss. On the contrary, improper teacher feedback may be lost. The opportunity to promote the development of students' language may even hurt the students' enthusiasm for language learning. It is obvious that the study of teacher feedback is of great significance to the improvement of classroom teaching.
The new round of basic education curriculum reform requires teachers to change the traditional education concept, respect the students' main position, and take appropriate feedback strategies to guide students to participate in the classroom. In the domestic research based on teacher feedback, the research scope is mainly concentrated in two stages of college and high school class. In contrast, junior high school English class There are few studies on teacher's feedback in teaching.
In view of this, this paper adopts the classification method of Cullen (2002) to the feedback language, based on the input hypothesis of Krashen, the output hypothesis of Swain and the support of the scaffolding theory. This study tries to answer the following questions by using the three methods of classroom observation, student questionnaire, and teacher interview. This study tries to answer the following questions: the beginning of the 1. What are the characteristics of teacher feedback in Chinese English class? What is the proportion of evaluative feedback and discourse feedback? 2. what are the main techniques used for teacher feedback? What are the functions of 3. teacher feedback? What are the attitudes and preferences of 4. teachers and students on the feedback language?
Through the analysis and discussion of the combination of qualitative and quantitative, this study finds that, first, the use of evaluative feedback is far higher than the discourse feedback language for the English classroom investigated. The use of evaluative feedback is 80%. of the total amount of feedback. Positive feedback strategies mainly include identification, simple praise, repetition, praise and comment, and negative feedback strategies include two categories: clear error correction and recessive error correction. In discourse feedback, teachers often use restatements, elaborate, repeat, and give comments such ways to encourage students to actively participate in classroom interaction. By using appropriate feedback techniques, teachers can build cognitive or emotional scaffolding for students to improve their performance. Evaluative feedback and utterance feedback play different but complementary scaffolding functions. In addition, appropriate teacher feedback can create comprehensible language input for students and guide more students. In the end, teachers and students are aware of the important position of the feedback language, but they have different attitudes and preferences.
The application of teacher feedback is a mirror reflecting the theoretical accomplishment of teacher education, the teacher's subject knowledge and teaching experience. The process of improving the quality of the feedback language is not only beneficial to the construction of effective classroom but also to the realization of teachers' professional development. However, there are still shortcomings in the teachers' feedback in the junior high school English classes studied. On the one hand, teachers should give full play to the functions of evaluation feedback and discourse feedback, both content and form, and actively create conditions for students to participate in classroom interaction and meaningful intercourse. On the other hand, teachers need to learn to learn. The students' personality characteristics, cognitive level and changing needs, adopt different feedback techniques, build different scaffolding, avoid mechanical, monotonous feedback. Therefore, teachers need to study the educational theories related to teaching, follow the student centered principles in the teaching activities, and pay attention to critical reflection in time. The results of this research can provide theoretical and practical support for the study of teacher feedback.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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