高中英语新手型教师和专家型教师课堂话语对比研究

发布时间：2018-01-25 08:17

本文关键词： 教师话语专家型教师新手型教师外语学习　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师话语是课堂教学中非常重要的要素之一,Nunan(1991)认为教师话语不仅影响课堂组织,而且对学生的外语学习也产生重要作用。Hakansson(1986)提出教师在课堂中使用外语时,其话语的数量和质量会影响课堂教学的成败。所以,进行有关教师话语方面的研究显得十分有必要。本文力图在通过对两组教师(每组两名)即专家型教师和新手型教师课堂话语的对比研究,探索他们在教师话语的相同与不同之处,希望能给予广大一线高中英语新手型和专家型教师一些建议和教育教学启示。本研究基于Krashen的输入假说、Long的互动假说和Swain的输出假说,以教师话语为切入点,从三个方面对高中专家型教师和新手型教师的课堂话语进行比较分析,即教师话语的数量、教师提问,包括问题种类和回答问题的方式、学生回答完问题之后教师的反馈。通过课堂观察、录音和录音转写、学生的问卷调查与教师的采访,得出如下结论:在T检验下,专家型教师和新手型教师在给学生机会说英语的时间和回答问题的方式上存在显著性差异。与新手型教师相比,专家型教师更注重学生语言输出的过程。在回答问题方式上,专家型教师倾向于全班一起回答问题而新手型教师倾向于点名回答问题。通过数据分析,两组教师也存在着相似性:他们的课堂话语量都占了整堂课很大的比例;他们都倾向于提展示性问题而非参考性问题;在反馈中他们都倾向于重复学生回答而非做出评论和进行知识拓展。本文对新手教师和专家型教师有以下教育启示:两组教师在课堂上皆需要为学习者提供更多的语言表达机会;为调动课堂师生、生生互动和培养学生从多方面角度思考问题的习惯,新手教师应该设计和提问更多参考性问题;新手教师和专家型教师需要更多的鼓励学生自主发言以激发他们的主动性和自主性;最后,新手教师在学生回答完问题后给出的反馈需要增加对有关知识点的补充输入。
[Abstract]:Teacher talk is one of the most important elements in classroom teaching. Hakansson.1986. it is suggested that when teachers use a foreign language in class, the quantity and quality of their utterances will affect the success or failure of classroom teaching. It is very necessary to study the teacher talk. This paper tries to make a comparative study on the classroom discourse of two groups of teachers (two teachers in each group), that is, expert teachers and novice teachers. In order to explore their similarities and differences in teacher talk, we hope to give some advice and pedagogical enlightenment to English novice and expert teachers in senior high schools. This study is based on Krashen's input hypothesis. The interaction hypothesis of Long and the output hypothesis of Swain, taking teacher discourse as the starting point, makes a comparative analysis of the classroom discourse of expert teachers and novice teachers in senior high school from three aspects. That is, the number of teacher talk, teachers ask questions, including the types of questions and the way they answer questions, the teacher's feedback after the students have answered the questions. The questionnaire survey of students and the interview of teachers, draw the following conclusions: under the T-test. There are significant differences between expert teachers and novice teachers in giving students the opportunity to speak English and the way they answer questions, compared with novice teachers. Expert teachers pay more attention to the process of students' language output. In the way of answering questions, expert teachers tend to answer questions together while novice teachers tend to answer questions by name. There are also similarities between the two groups of teachers: their classroom discourse takes up a large proportion of the whole class; They all tend to put forward the question of presentation rather than the question of reference; In the feedback, they tend to repeat students' answers rather than make comments and expand their knowledge. This paper has the following educational implications for novice and expert teachers:. Both groups of teachers need to provide more opportunities for learners to express their language in the classroom. In order to mobilize teachers and students, student interaction and cultivate students from a variety of perspectives to think about the habit, novice teachers should design and ask more reference questions; Novice teachers and expert teachers need to encourage students to speak on their own in order to stimulate their initiative and autonomy; Finally, the feedback given by the novice teacher after the student has answered the question needs to increase the supplementary input to the relevant knowledge point.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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