高中英语教师课堂言语反馈对学生英语学习动机的影响研究

发布时间：2023-06-03 17:13

　　科技的发展提升了全球一体化的进程,英语仍然占据着全球通用语的地位。因此,不管是对个人还是对社会的发展而言,精通英语都发挥着重要作用。根据新的英语课程标准(2017),情绪态度是课程目标之一。这表明在英语教学过程中,学生的情感态度成为影响课堂因素的重要指标。学生的学习动机是他们情绪态度的重要组成部分之一。因此,教师应继续激发和加强学生对英语的学习兴趣,并逐步引导他们形成稳定的兴趣,使他们建立自信。高中阶段是学生积累知识的重要阶段,学生会在这一时期打下良好的英语学习基础。老师的言语反馈对提升学生的学习兴趣意义非凡。本文主要以教师的言语反馈对学生的学习动机的影响为主要内容,观察不同的教师言语策略对学习动机的影响。言语反馈理论最早起源于美国,Sinclair&Coulthard(1975)将教师反馈语定义为“课堂话语分析交流I-R-F系统中的第三种运动,其中,Ⅰ代表interaction;R代表reflection;F代表feedback,即第一评价性评论”。本文的新意在于通过对教师在课堂上的言语反馈的统计,以及学习动机量表,测量言语反馈对学习动机的影响。本文主要采用课堂观察、学生问卷...

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Teachers' Verbal Feedback
        2.1.1 Definition of Teachers' Verbal Feedback
        2.1.2 Classification of Teacher's Verbal Feedback
        2.1.3 The Functions of Teachers' Verbal Feedback
    2.2 Learning Motivation
        2.2.1 The Definition of Learning Motivation
        2.2.2 The Types of Learning Motivation
        2.2.3 Factors Affecting Students' Learning Motivation
    2.3 Previous Studies Abroad and at Home
        2.3.1 Previous Studies of effects of Teachers' Verbal Feedback on Students'Learning Motivation Abroad
        2.3.2 Previous Studies of effects of Teachers' Verbal Feedback on Students'Learning Motivation at Home
    2.4 Theoretical Basis
        2.4.1 Krashen's Input Hypothesis
        2.4.2 Swain's Output Hypothesis
        2.4.3 Long's Interaction Hypothesis
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Classroom Observation and Audio-recording
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedures
    3.5 Data Collection and Data Analysis
Chapter Four Results and Discussions
    4.1 The Proportion of different Types of Teachers' Verbal Feedback
    4.2 Students' Attitudes and Preferences to Different Types of Teachers' VerbalFeedback
        4.2.1 The Student's Attitude and Preferences to the Positive Verbal Feedback29
        4.2.2 The Students' Attitude and Preferences to the Negative Verbal Feedback32
    4.3 Influences of Different Teachers' Verbal Feedback Types and FeedbackStrategies on Students' Learning Motivation
        4.3.1 Influences of Different Teachers' Verbal Feedback Types on Students'Learning Motivation
        4.3.2 Influences of Different Teachers' Verbal Feedback Strategies onStudents' Learning Motivation
    4.4 Strategies of Teacher's Verbal Feedback to Improve English LearningMotivation of High School Students
        4.4.1 Adopting the Different Verbal Feedback Related to Students' Goals
        4.4.2 Adjusting for Different Types of Teachers' Verbal Feedback forDifferent Learners
        4.4.3 The Feedback Content and Form of the Teacher are Rich
        4.4.4 Teachers' Verbal Feedback is Clear
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implication
    5.3 Limitations and Suggestions for Further Study
Bibliography
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
Acknowledgements



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