初中英语课堂教师话语现状调查研究
发布时间：2020-11-05 21:49
教师话语是组织教学活动的工具、控制课堂行为的手段和学生目的语输入的来源。英语教师在教学中应关注话语输出的数量与质量,体现差异性和针对性,满足全体学生的发展需求。当前,我国对英语教师课堂话语的研究还没有形成较全面的理论体系,并且对初中英语教师课堂话语的研究也比较少。因此,本研究通过文献法了解国内外研究现状,在Krashen的输入假设、Swain的输出假设、Long的交互假设理论基础上,通过课堂观察法、问卷、访谈等形式,以实习学校烟台市开发区实验中学七年级的五位英语老师和220名同学为例,尝试了解初中英语教师课堂话语的现状,包括课堂话语数量和质量,课堂提问,交互修正以及课堂反馈的情况。研究发现:教师已经逐渐意识到课堂要以学生为中心,但是中学英语教师课堂话语数量在比例上仍然多于学生话语。有些教师存在语速、发音以及使用母语的问题,教师话语的质量有待提高。教师多提问展示性的问题来检测学生的知识掌握情况,而对于开发学生思维的参考性问题提问较少。在交互修正方面,教师注重理解核实,对于确认核实和请求澄清使用较少。教师多采用积极反馈的形式鼓励学生回答问题。根据以上发现,笔者在课堂话语方面为初中英语教师提出了一些建议,希望可以帮助中学英语教师提高教师话语质量,从而提高英语教学质量。
【学位单位】：鲁东大学
【学位级别】：硕士
【学位年份】：2017
【中图分类】：G633.41
【文章目录】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Definition of Related Concepts
2.1.1 Teacher Talk
2.1.2 Characteristics of Teacher Talk
2.2 Research at Home and Abroad
2.2.1 Research Abroad
2.2.2 Research at Home
2.3 Theoretical Foundations
2.3.1 Krashen’s Theory of Comprehensible Input
2.3.2 Swain’s Output Hypothesis
2.3.3 Long’s Interaction Hypothesis
Chapter Three Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Classroom Observation and Recording
3.3.3 Interviews
3.4 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 The Quantity of Teacher Talk
4.2 The Quality of Teacher Talk
4.3 Teachers’ Questioning
4.4 Interaction Modification
4.5 Teachers’ Feedback
Chapter Five Conclusion
5.1 Major Findings
5.2 Suggestions
5.3 Limitations
References
Appendix One Lesson Transcriptions
Appendix Two The Outline of Teachers’ Interviews
Appendix Three Questionnaire
Appendix Four Table of Classroom Observation
About the Author
【参考文献】
本文编号：2872233
【学位单位】：鲁东大学
【学位级别】：硕士
【学位年份】：2017
【中图分类】：G633.41
【文章目录】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Definition of Related Concepts
2.1.1 Teacher Talk
2.1.2 Characteristics of Teacher Talk
2.2 Research at Home and Abroad
2.2.1 Research Abroad
2.2.2 Research at Home
2.3 Theoretical Foundations
2.3.1 Krashen’s Theory of Comprehensible Input
2.3.2 Swain’s Output Hypothesis
2.3.3 Long’s Interaction Hypothesis
Chapter Three Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Classroom Observation and Recording
3.3.3 Interviews
3.4 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 The Quantity of Teacher Talk
4.2 The Quality of Teacher Talk
4.3 Teachers’ Questioning
4.4 Interaction Modification
4.5 Teachers’ Feedback
Chapter Five Conclusion
5.1 Major Findings
5.2 Suggestions
5.3 Limitations
References
Appendix One Lesson Transcriptions
Appendix Two The Outline of Teachers’ Interviews
Appendix Three Questionnaire
Appendix Four Table of Classroom Observation
About the Author
【参考文献】
相关期刊论文 前3条
1 魏冉;;纠错反馈和明示教学对英语学习者语用习得的影响[J];现代外语;2015年01期
2 王银泉;第33届国际英语教师协会(IATEFL)年会侧记[J];外语界;1999年02期
3 赵晓红;大学英语阅读课教师话语的调查与分析[J];外语界;1998年02期
本文编号：2872233
本文链接：https://www.wllwen.com/shoufeilunwen/zaizhiboshi/2872233.html
教材专著
