小学英语优秀教师与新手教师的课堂话语特征研究

发布时间：2018-01-01 14:32

本文关键词：小学英语优秀教师与新手教师的课堂话语特征研究　出处：《西安外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：在我国,英语课堂是进行英语教学的主要阵地,对于绝大多数学生来说,英语课堂则是他们接触英语、使用英语的主要场所。因此,在英语教学中,教师的课堂语言(即教师话语)在教学中有着举足轻重的作用。它不仅是教学的媒介,也是学习者的目标语,是学生语言输入的重要来源。所以,对教师话语的研究有助于我们了解课堂教学的实际情况,从而改进英语课堂的教学效果。本研究将以小学英语课堂为例,从教师专业发展的视角出发,试图以人本主义理论和关联理论为理论基础,从教师的课堂话语的语言特征和互动特征两个方面对两类教师(即优秀教师和新手教师)的课堂教师话语展开研究。本研究分别选取了某小学两位优秀教师和两位新手教师为研究对象,通过转写课堂录音与观察、访谈等研究方法,对四位研究对象的课堂话语进行了数据的收集与分析,并得出以下结论:在教师话语的语言特征方面,新手教师的英语课堂上教师的讲解和指令多于优秀教师,引导提问、反馈和社交功能上则少于优秀教师;新手教师课堂语速略慢于优秀教师;新手教师课堂话语相较于优秀教师简单,而且多次出现语法或句法错误。在小学英语教师课堂话语的互动特征方面:新手教师课堂话语的比重较优秀教师大;新手教师英语课堂上使用三段式会话结构和简化的IRF结构比重较优秀教师大;优秀教师在课堂中比新手教师使用更多参考性问题;新手教师偏好指定学生回答问题和要求学生集体回答,优秀教师课堂上学生自愿回答的情况较多;对于学生回答提问,新手教师采取的积极反馈少于优秀教师。根据以上结论,本文分析了产生这些差异的原因并给出构建高效的小学英语课堂的建议和启示。
[Abstract]:In China, English classroom is the main position in teaching English, for most students, English classroom is the main place of their exposure to English, using English. Therefore, in English teaching, teachers' classroom language (i.e. teacher talk) plays an important role in teaching. It is not only the teaching the media is also learning the target language, is an important source of language input. So, the research on teacher talk can help us to understand the actual situation of the classroom teaching to improve English classroom teaching effect. This research will be the primary school English classroom for example, starting from the perspective of teacher professional development, to people the theory and the relevance theory from two aspects of the linguistic features of teachers' classroom discourse and the interaction of two kinds of teachers (i.e. excellent teachers and novice teachers) classroom teacher discourse This research selects a primary school of two excellent teachers and two novice teachers as the research object, through transfer recording and classroom observation, interviews and other research methods, classroom discourse on four research objects of data collection and analysis, and draw the following conclusions: in the aspect of the linguistic features of teacher talk, novice teachers of English classroom teacher's explanation and instruction more outstanding teachers, leading questions, feedback and social function is less than the outstanding teachers; novice teachers' classroom speed is slightly slower than the excellent teachers; novice teachers excellent teachers compared to the simple, and repeated grammar or syntax errors. In the interactive features of primary school English teachers' classroom discourse the novice teachers of more excellent teachers; the IRF structure of the three segment conversational structure and simplify the use of novice teachers in English class is more outstanding Teachers; excellent teachers in the classroom than novice teachers use more referential questions; novice teacher preferences specify the students to answer questions and requests the student collective answer, excellent teachers on classroom students volunteered to answer the situation more; for students to answer questions, positive feedback is less than novice teachers take excellent teachers. According to the above conclusion, this paper analyzes the causes of these differences and gives suggestions of construction and Enlightenment of primary school English classroom efficiency.

【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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