农村初中英语课堂教师话语个案研究

发布时间：2018-04-06 20:02

本文选题：教师话语　切入点：提问　出处：《山西师范大学》2017年硕士论文

【摘要】：教师话语是英语学习者的重要来源之一,教师话语在一定程度上体现了教师教学水平与教学效果,教师话语的数量和质量直接影响着学生语言学习的效果。因此,研究目前教师话语的使用现状及存在的问题,对学生的英语学习有着重要意义。国内外学术界对教师话语的研究越来越重视,周星、周韵(2002)通过对浙江大学教师话语进行调查和分析,发现“以学生为中心”的教学模式能能够给学生提供更多交流机会,更有利于学生的语言习得和发展。胡媛(2014)通过对高中英语教师话语的质量和数量,提问、意义协商和反馈进行调查研究,发现教师不再掌控课堂,而且教师可以通过合理使用教师话语来激发学生学生学习兴趣,引导学生更多的语言输出。但我国关于教师话语的研究主要集中在大学教师和高中的教师的课堂话语,而对初中及小学的课堂话语的研究极少,尤其是在英语新课程标准颁布之后,几乎没有关于对农村初中英语课堂教师话语的研究。英语学科的教学一直以来都是农村基础教育的一个薄弱环节,尽管近年来关于农村教师的学历达标教育和在职培训教育取得了很大进步,然而农村英语教育的现状仍然不尽如意。本研究以四位农初中教师课堂教学为例,采用课堂观察、学生问卷及教师采访相结合的方法,以Krashen的可理解性输入假设理论(1981)、Swain的可理解性输出理论假设(1985)以及Long的交互假设理论(1985)等二语习得理论为主要理论依据,对农村中学英语教师课堂话语进行调查研究。通过研究,作者发现农村中学英语课堂教师话语具有以下特点:1,教师的话语量通常占20-30分钟的课堂时间,学生没有机会进行目标语的练习,另外,教师会使用母语作为辅助应对交流障碍。2,教师提问中使用展示性问题多于展示性问题,教师的提问指向没有涉及全体学生。3,在反馈用语中,教师会多使用一些积极反馈语,并多次出现以下的反馈词,如“Good”,“Ok”“Wonderful”。4,交互调整中,教师倾向使用理解核实与确认核实。作者通过本研究的调查结果,以期引起广大教师对课堂话语的重视,并为改进课堂话语提供建议,如,应该根据学生认知水平循序渐进地使用课堂话语,采用多种积极反馈形式,以增强学生学习信心等。希望能够对改善农村初中英语课堂教师话语有所帮助。
[Abstract]:Teacher talk is one of the important sources of English learners. To a certain extent, teacher talk reflects the teaching level and teaching effect. The quantity and quality of teacher talk directly affect the effect of students' language learning.Therefore, it is of great significance to study the current situation and problems of teacher talk.The academic circles at home and abroad pay more and more attention to the study of teacher talk. Zhou Xing and Zhou Yongheng 2002) through the investigation and analysis of teacher discourse in Zhejiang University, it is found that the student-centered teaching model can provide more communication opportunities for students.It is more conducive to students' language acquisition and development.By investigating the quality and quantity of high school English teacher talk, questioning, meaning consultation and feedback, it is found that teachers no longer control the classroom, and teachers can stimulate students' interest in learning by using teacher discourse reasonably.Guide students to more language output.However, the research on teacher talk in China is mainly focused on the classroom discourse of university teachers and teachers in senior high schools, while the research on classroom discourse in junior middle schools and primary schools is rare, especially after the promulgation of the new English curriculum standards.There is almost no research on teacher talk in rural junior middle school English classroom.The teaching of English has always been a weak link in basic education in rural areas, although in recent years great progress has been made in the education of rural teachers in terms of academic qualifications and in-service training.However, the current situation of rural English education is still unsatisfactory.This study takes the classroom teaching of four rural junior middle school teachers as an example, adopts the method of classroom observation, student questionnaire and teacher interview.Based on Krashen's theory of comprehensible input hypothesis and the theory of comprehensible output by Swain (1985) and Long's theory of interaction hypothesis (1985), this paper investigates the classroom discourse of middle school English teachers in rural areas.Through the study, the author finds that the teacher talk in rural middle school English classroom has the following characteristics: 1. The amount of teacher talk usually occupies 20-30 minutes of classroom time, students do not have the opportunity to practice the target language.Teachers will use their mother tongue as an aid in coping with communication barriers. Teachers will use more expressive questions than expressive questions in their questions. The teachers' question points do not involve all the students. In the feedback language, the teachers will use more positive feedback words.The following feedback words appeared many times, such as "Good", "ok" "Wonderful". 4. In the interactive adjustment, teachers tend to use understanding verification and confirmation verification.Based on the findings of this study, the author hopes to attract teachers' attention to classroom discourse and provide suggestions for improving classroom discourse, for example, classroom discourse should be used step by step according to students' cognitive level.Adopt a variety of positive feedback forms, in order to enhance students' confidence in learning, etc.It is hoped that it will be helpful to improve the teacher talk in rural junior middle school English classroom.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】