高中英语课堂学生话语的调查研究
发布时间：2019-05-22 20:10
【摘要】：课堂话语是英语课堂教学的基础。课堂话语研究一直是教育研究中最重要的领域之一。国内外的相关研究涉及多个方面,如课堂话语的定义、模式、分析方法及教师话语等。学生话语是课堂话语的重要组成部分。学生的话语输出不仅能反映课堂教学的真实情况及学生交际能力的水平,同时更能反映出学生在交际过程中存在的问题。因此,学生话语的研究具有十分重要的意义。本研究旨在了解高中英语课堂上学生话语的现状并解决以下问题:(1)从话语量及话论转换的数量分析,学生的课堂参与度如何?(2)从词汇及句子结构的特征分析,学生话语的质量如何?(3)学生话语中存在哪些问题?原因是什么?从以上问题出发,研究者选取高中英语课堂中的学生为对象,以学生在阅读课上的话语输出为语料,通过课堂观察及访谈两种研究方法,基于输出假说及互动假说的理论框架对数据进行分析,得到的研究结果如下:(1)在课堂交流过程中,学生话语的平均时长为16.9分钟,占课堂话语总量的平均百分比为37.5%。学生话论转换数量的均值为19次。大部分学生积极参与但仍有少部分学生未真正参与且保持沉默;(2)学生话语的单句含词量为4.07。学生的词汇单一且极少有话语标记语的使用。学生话语中存在三种常见句子结构,即简单句、并列句、复合句,其结构以简单句为主;(3)学生话语中存在两类问题:语言方面,句式单调、时态误用;内容方面,缺乏个人见解及质疑精神。语言方面的问题与教师的示范及反馈有关;内容方面的问题受教师引导及学生自身能力水平的影响。结合研究结果的分析,本研究得到如下启示:(1)学生应主动改善话语输出的质量,扩充词汇量、积极参与课堂互动、尽量用英语交流且注意变换句型。此外,学生应勇于用英语表达个人见解或质疑;(2)教师应设计趣味多样的课堂活动,如小组辩论、角色扮演等;给学生充分的思考时间,并具有针对性地纠错;此外,教师应善于发现学生话语内容的积极意义并加以引导,而不是仅仅关注学生话语输出中的语法错误。
[Abstract]:Classroom discourse is the basis of English classroom teaching. Classroom discourse research has always been one of the most important fields in educational research. The related research at home and abroad involves many aspects, such as the definition, mode, analysis method and teacher discourse of classroom discourse. Student discourse is an important part of classroom discourse. Students' discourse output can not only reflect the real situation of classroom teaching and the level of students' communicative competence, but also reflect the problems existing in the process of communication. Therefore, the study of student discourse is of great significance. The purpose of this study is to understand the present situation of students' discourse in senior high school English classroom and to solve the following problems: (1) the quantitative analysis of the volume of speech and the transformation of discourse theory, and the degree of students' classroom participation? (2) from the analysis of the characteristics of vocabulary and sentence structure, What is the quality of student discourse? (3) what are the problems in student discourse? Why? From the above problems, the researcher selects the students in senior high school English class as the object, takes the students' discourse output in reading class as the corpus, through classroom observation and interview two research methods. Based on the theoretical framework of output hypothesis and interaction hypothesis, the results are as follows: (1) in the process of classroom communication, the average length of students' discourse is 16.9 minutes. The average percentage of classroom discourse was 37.5%. The average number of student speech theory conversions is 19 times. Most of the students are actively involved, but a small number of students do not really participate and remain silent. (2) the single sentence of the student discourse contains 4.07 words. Students' vocabulary is single and rarely used as discourse markers. There are three common sentence structures in student discourse, namely, simple sentence, parallel sentence and compound sentence, whose structure is mainly simple sentence. (3) there are two kinds of problems in student discourse: language, monotonous sentence pattern and misuse of tense. In terms of content, there is a lack of personal opinion and questioning spirit. The problems of language are related to teachers' demonstration and feedback, and the problems of content are influenced by teachers' guidance and students' own ability level. Combined with the analysis of the results of the study, the following implications are obtained: (1) students should actively improve the quality of discourse output, expand vocabulary, actively participate in classroom interaction, try their best to communicate in English and pay attention to changing sentence patterns. In addition, students should have the courage to express their personal opinions or questions in English. (2) Teachers should design interesting classroom activities, such as group debate, role-playing, etc., give students sufficient time to think and correct errors. In addition, teachers should be good at discovering the positive meaning of students' discourse content and guiding it, rather than just paying attention to grammatical errors in students' discourse output.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2483217
[Abstract]:Classroom discourse is the basis of English classroom teaching. Classroom discourse research has always been one of the most important fields in educational research. The related research at home and abroad involves many aspects, such as the definition, mode, analysis method and teacher discourse of classroom discourse. Student discourse is an important part of classroom discourse. Students' discourse output can not only reflect the real situation of classroom teaching and the level of students' communicative competence, but also reflect the problems existing in the process of communication. Therefore, the study of student discourse is of great significance. The purpose of this study is to understand the present situation of students' discourse in senior high school English classroom and to solve the following problems: (1) the quantitative analysis of the volume of speech and the transformation of discourse theory, and the degree of students' classroom participation? (2) from the analysis of the characteristics of vocabulary and sentence structure, What is the quality of student discourse? (3) what are the problems in student discourse? Why? From the above problems, the researcher selects the students in senior high school English class as the object, takes the students' discourse output in reading class as the corpus, through classroom observation and interview two research methods. Based on the theoretical framework of output hypothesis and interaction hypothesis, the results are as follows: (1) in the process of classroom communication, the average length of students' discourse is 16.9 minutes. The average percentage of classroom discourse was 37.5%. The average number of student speech theory conversions is 19 times. Most of the students are actively involved, but a small number of students do not really participate and remain silent. (2) the single sentence of the student discourse contains 4.07 words. Students' vocabulary is single and rarely used as discourse markers. There are three common sentence structures in student discourse, namely, simple sentence, parallel sentence and compound sentence, whose structure is mainly simple sentence. (3) there are two kinds of problems in student discourse: language, monotonous sentence pattern and misuse of tense. In terms of content, there is a lack of personal opinion and questioning spirit. The problems of language are related to teachers' demonstration and feedback, and the problems of content are influenced by teachers' guidance and students' own ability level. Combined with the analysis of the results of the study, the following implications are obtained: (1) students should actively improve the quality of discourse output, expand vocabulary, actively participate in classroom interaction, try their best to communicate in English and pay attention to changing sentence patterns. In addition, students should have the courage to express their personal opinions or questions in English. (2) Teachers should design interesting classroom activities, such as group debate, role-playing, etc., give students sufficient time to think and correct errors. In addition, teachers should be good at discovering the positive meaning of students' discourse content and guiding it, rather than just paying attention to grammatical errors in students' discourse output.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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