小学优秀英语教师课堂反馈语研究

发布时间：2018-08-14 15:24

【摘要】：本文旨在研究小学优秀英语教师课堂反馈语的使用情况以及小学优秀英语教师是如何有效使用教师反馈语的。研究的理论基础为Krashen的可理解输入假设理论,Swain的可理解输出假设理论以及Long的互动理论。本研究的意义在于增强英语教师对反馈语使用的敏感性,从而提高英语教学的效率和效果。具体研究问题包括：1.小学优秀英语教师课堂反馈语的分布特征如何?2.小学优秀英语教师课堂反馈语对学生话语输出及课堂互动的影响如何?本研究以江苏省兴化市景范小学6名优秀英语教师为研究对象。研究工具为课堂观摩与录音和话语分析。本研究中的数据为该6名优秀教师的每人一节优质公开课。数据收集与分析包括三步：第一步课堂观摩与录音,在每次听课的过程中,用两个MP3对6名教师的课堂教学进行录音。第二步音频转写,将所录的6节课转写成文字语料。第三步采用Excel软件收集和分析。描述性分析用来分析小学优秀英语教师反馈语的分布特征。话语分析用来分析课堂上的师生互动。通过对采集的数据的分析,结果如下：第一,小学优秀英语教师在英语课堂中使用8种积极言语反馈和4种消极言语反馈。他们偏爱于使用积极反馈,占全部反馈语总量的97.95%。其中简单肯定使用最频繁,占全部积极反馈总量的31.82%,追问占30.31%,确认性重复占19.05%,暗示反馈占8.83%。其余四种使用不频繁的积极反馈,分别是鼓励,质疑重复,感谢和诱导。其中感谢占全部积极反馈总量的4.18%,质疑重复占2.44%,鼓励占2.09%,诱导占1.28%。至于在消极反馈中,教师使用最频繁的是重铸,占全部消极反馈总量的64.7%。其余三种教师很少使用的消极反馈形式是教师自己给答案,直接反馈和请其他同学回答。第二,小学优秀英语教师反馈语对学生的话语输出及课堂互动的影响是积极且明显的。小学优秀英语教师通过追问、鼓励、暗示反馈、诱导,疑惑性重复以及重铸这些课堂反馈形式有效地促进了学生的话语输出和课堂互动。其中追问反馈促进的话语输出量最多,达到1645个单词,鼓励反馈达到261个单词,暗示反馈达到198个单词,诱导反馈达到98个单词,疑惑性重复反馈达到39个单词和重铸反馈达到58个单词。然而,这些反馈如：简单肯定、感谢、老师给出答案和确认性重复却不能诱导学生的话语输出。此外,小学优秀英语教师的课堂反馈也有效的促进了课堂互动。本研究结果对英语教学具有一定的启示：首先,为了提高学生的学习热情,教师应该采取积极合适的教师反馈语。其次,教师应该根据教学目标和学生性格差异来权衡各种反馈形式的运用。此外,教师应该采取行动研究来改善教师反馈,帮助他们反思教学效果及提高他们的课堂教学质量。然而,此论文仍存在一些局限性,第一,笔者仅仅研究了教师的言语反馈,非言语反馈被忽略不计了。第二,笔者所分析的材料比较少。第三,课堂互动是个复杂的过程,由于各种限制,笔者仅分析了教师与学生之间的互动。
[Abstract]:The purpose of this study is to investigate the use of classroom feedback by elite primary school English teachers and how elite primary school English teachers use it effectively. The theoretical basis of the study is Krashen's comprehensible input hypothesis, Swain's comprehensible output hypothesis and Long's interactive theory. The specific research questions include: 1. What are the characteristics of the distribution of classroom feedback of excellent English teachers in primary schools? 2. What are the effects of classroom feedback of excellent English teachers in primary schools on students'discourse output and classroom interaction? This study takes Xinghua City as an example. The data collected in this study consist of three steps: the first step is classroom observation and recording. During each class, two MP3s are used to teach six teachers. The second step is audio transcription, and the six classes are transcribed into text corpus. The third step is collected and analyzed by Excel software. Descriptive analysis is used to analyze the distribution characteristics of feedback from excellent primary school English teachers. Discourse analysis is used to analyze teacher-student interaction in the classroom. First, excellent English teachers in primary schools use 8 kinds of positive speech feedback and 4 kinds of negative speech feedback in English classes. They prefer to use positive feedback, accounting for 97.95% of the total feedback. The other four types of positive feedback were encouragement, questioning, repetition, thankfulness and induction. Thankfulness accounted for 4.18% of the total positive feedback, questioning and repetition accounted for 2.44%, encouragement accounted for 2.09%, induction accounted for 1.28%. As for negative feedback, recasting was the most frequently used by teachers, accounting for 64.7% of the total negative feedback. The three types of negative feedback that teachers seldom use are the teacher's own answers, direct feedback and inviting other students to answer. Secondly, the effect of feedback from excellent primary school English teachers on students'discourse output and classroom interaction is positive and obvious. And recasting these forms of classroom feedback effectively promotes students'discourse output and classroom interaction. Question feedback contributes the most to discourse output, reaching 1645 words, encouraging feedback reaching 261 words, suggesting feedback reaching 198 words, inducing feedback reaching 98 words, and doubtful repetitive feedback reaching 39 words and recasting reflexivity. However, feedback such as simple affirmation, thankfulness, answers and confirmatory repetition can not induce students'utterance output. In addition, classroom feedback from excellent primary school English teachers can effectively promote classroom interaction. Secondly, teachers should weigh the use of various forms of feedback according to teaching objectives and students'personality differences. In addition, teachers should take action to improve teacher feedback, help them reflect on teaching effects and improve their classroom teaching quality. There are still some limitations in this paper. Firstly, the author only studies the teacher's verbal feedback, and the non-verbal feedback is neglected. Secondly, the materials analyzed by the author are relatively few. Thirdly, classroom interaction is a complex process. Due to various limitations, the author only analyzes the interaction between teachers and students.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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