初中英语新教师与熟手教师的课堂话语的对比案例研究

发布时间：2018-06-29 13:32

本文选题：教师话语 + 新、熟手教师　；参考：《北京外国语大学》2015年硕士论文

【摘要】：自上世纪七十年代以来,外/二语习得和教学研究已由对教学方法逐渐转向了对学习过程的关注。多年的研究发现,诸多因素在外/二语习得和学习中起作用,如学习动机、教师话语等。其中教师话语在课堂语言学习中的作用及重要性尤其突出(Walsh,2011)。其缘由自然与课堂话语和教育、学习自然、深切的关系有关。学界关于课堂话语研究的一个重要共识是：如果理解了语言、互动和学习三者之间的关系,我们便能帮助教师改善其教学实践(、Van Lier,1996；Walsh,2011)。这一共识不仅昭示了课堂话语与教育教学的深切关系,也特别明示了教师话语研究在教师教育与发展中的重要性。相关文献综述显示,国内教师话语的研究起步较晚,相关研究存在一定的局限性和不完整性,且多数研究集中在高等院校语言课堂,关于中小学教师话语的研究相对较少。鉴于此,对中小学不同类型(如新手和熟手教师)英语教师课堂话语的对比研究十分必要,本研究也希望由此找寻对该群体专业发展有意义的启示。本研究文从社会文化理论的教学支架论对四名初中英语教师的课堂话语展开对比分析,其中两名为新教师,两名为熟手教师。分析聚焦教师话语的话语量、教师问题、交互调整及教师反馈四个方面进行了量化和质性综合分析。其中,质性分析特别基于支架理论展开。研究结果表明：(1)两组教师的话语量不存在显著性差异；但教师话语的实现媒介有所差别,即熟手老师只用目标语而新老师兼用母语及目标语；造成这一差异的原因是新教师倾向于直接告诉学生英语单词的中文意思；(2)熟手教师比新教师提出更多的问题且差异显著；造成这一差异的原因是新教师倾向于控制问题的数量来确保教师话语的时间而熟手教师则提出更多的问题使学生更多得参与课堂；就问题分类而言,熟手教师比新教师提出更多的展示性问题且差异显著,但在参考性问题的发问量上差异不显著；特别值得一提的是,熟手教师的问题比新教师的问题更能有效地体现支架功能且差异显著；(3)新教师则比熟手教师使用更多的交互调整且差异显著；造成这一差异的原因是新教师使用更多的理解核实来了解学生的知识掌握情况而熟手教师则综合利用各种资源来达到此目的；就交互调整分类而言,新教师比熟手教师使用更多的理解核实且差异显著,但在确认核实方面不存在显著性差异；熟手教师的交互调整比新教师的交互调整更能有效地体现支架功能且差异显著；(4)熟手教师比新教师给出更多的反馈且差异显著；造成这一差异的原因是新教师不希望反馈占据太多的话语时间从而来确保完成教学任务；除一名新教师的反馈存在少量的负反馈,其他三名教师的反馈都属于正反馈；熟手教师比新教师使用更多的评价性反馈且差异显著,但在话语性反馈方面差异不显著。除一名新教师因使用少量的负反馈而略有差异,另一名新教师及两名熟手教师的反馈都能较好地体现支架功能且无组间差异。
[Abstract]:Since the 70s of the last century, foreign / two language acquisition and teaching research has gradually shifted from teaching methods to the learning process. Many years of research have found that many factors play a role in foreign / two language acquisition and learning, such as learning motivation, teacher discourse, etc. Protruding (Walsh, 2011). Its reason is naturally related to classroom discourse and education, learning nature and deep relations. An important consensus on the study of classroom discourse is that if we understand the relationship between language, interaction and learning between the three, we can help teachers to improve their teaching practice (Van Lier, 1996; Walsh, 2011). It not only shows the profound relationship between classroom discourse and education and teaching, but also clearly shows the importance of teacher discourse research in teacher education and development. The literature review shows that the research of teacher discourse in China started late, the related research has some limitations and incompleteness, and most of the research is concentrated in the language classroom of higher institutions. There are relatively few studies on Teachers' discourse in primary and secondary schools. In view of this, it is necessary to study the classroom discourse of English teachers for different types of primary and secondary schools (such as novice and proficient teachers). This study also hopes to find a meaningful revelation for the professional development of this group.
This study makes a comparative analysis of the classroom discourse of four junior middle school English teachers from the teaching scaffolding theory of social and cultural theory, of which two are new teachers and two are proficient teachers. The quantitative and qualitative analysis of the discourse volume, teacher problem, interactive adjustment and teacher feedback are analyzed in four aspects. The analysis is especially based on the scaffolding theory. The results show that: (1) there is no significant difference in the amount of discourse between the two groups of teachers; but the medium of realization of teacher discourse is different, that is, the teacher used only the target language while the new teacher uses the mother tongue and the target language;
The reason for the difference is that the new teachers tend to tell the Chinese meaning of English words directly; (2) the familiar teachers put forward more problems and significant differences than the new teachers. The reason for this difference is that the new teachers tend to control the number of problems to ensure the time of teacher's discourse while the familiar teachers put forward more questions to make learning. More students have to participate in the classroom; as far as the problem classification is concerned, the proficient teachers put forward more display questions and significant differences than the new teachers, but there is no significant difference in the question of reference. It is particularly worth mentioning that the problem of the familiar teachers is more effective than the new teacher's problem. (3) the new teacher's problem is more significant than the new teacher. Teachers use more interactive adjustment and significant differences than familiar teachers. The reason for this difference is that new teachers use more understanding and verification to understand the knowledge of students, while the familiar teachers use various resources to achieve this goal; in terms of the interactive adjustment classification, the new teachers use more than the familiar teachers. There is no significant difference in understanding and verification, but there is no significant difference in confirmation and verification; the interactive adjustment of the familiar hand teacher is more effective than the new teacher's interaction adjustment. (4) the familiar teachers give more feedback and difference than the new teachers; the reason for this difference is that the new teacher does not hope. The feedback occupies too much discourse time to ensure the completion of the teaching task; there is a small amount of negative feedback in the feedback of a new teacher, and the feedback of the other three teachers is positive feedback; the proficient teachers use more evaluative feedback and significant differences than the new teachers, but there is no significant difference in verbal feedback. There is a slight difference in Teachers' use of a small amount of negative feedback. Feedback from another new teacher and two proficient teachers can better reflect the scaffold function and no group differences.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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