大学英语课堂教师汉语使用调查研究

发布时间：2018-04-12 14:21

本文选题：大学英语 + 汉语使用　；参考：《闽南师范大学》2017年硕士论文

【摘要】：对于EFL课堂,只能使用英语的呼声一直很强,但越来越多学者认为适当使用母语对英语学习有利。对大学英语教师课堂母语使用情况的研究,具有直接影响大学英语教育质量的重要性。本研究采用录音、问卷调查和访谈等方法调查大学英语课堂教师汉语使用总体情况和师生对此的语言信念,分析影响教师课堂汉语使用的因素。对68位大学英语教师和272位学生的调查问卷进行分析,调查师生对大学英语教师在课堂汉语使用量、功能和目的的判断,同时对其中十位教师的课堂进行录音,精确掌握教师课堂汉语使用量、功能和目的,并将师生判断的教师课堂汉语使用量、功能和目的与教师实际汉语使用量、功能和目的进行对比分析,再通过访谈进行三角验证。研究发现师生对教师课堂汉语使用情况的认识与实际情况并不一致,而且教师在大学英语课堂中汉语使用量达13.50%-87.93%,超过Macaro(2005)等提出的阈值。将十位教师课堂汉语使用量和英语使用量用EViews软件做一元回归模型分析,发现教师汉语使用量每增加一个单位时,英语量平均减少0.581586单位。用SPSS分析影响教师课堂汉语使用的因素发现:教师的教龄(P=0.743)与教师受过的英语教学理论培训时间(P=0.707)对教师课堂中汉语的使用没有明显影响;教师的学历(p=0.022)、教师职称(p=0.007)对教师课堂中汉语使用则有显著影响;听、说、读、写中,只有阅读(P=0.008)与写作(P=0.035)有统计学意义,听和说与教师课堂中汉语的使用均没有显著相关性。对师生语言信念进行分析发现:师生对课堂中汉语的使用态度非常矛盾,一方面师生持有英语课堂中应该尽量使用英语的语言信念,另一方面由于学生的英语水平参差不齐、课时少、教师业务素养等原因,师生在课堂中都对汉语的使用非常依赖。本研究发现可供教师对自己的教学进行反思,以及为新教师培训和教学管理部门对大学英语课堂评估提供参考。
[Abstract]:There has been a strong demand to use only English in EFL classrooms, but more and more scholars believe that proper use of mother tongue is beneficial to English learning.The study on the use of mother tongue in classroom for college English teachers is of great importance to the quality of college English education.In this study, audio recording, questionnaires and interviews were used to investigate the general situation of college English classroom teachers' Chinese use and teachers' and students' language beliefs, and to analyze the factors affecting teachers' use of Chinese in class.This paper analyzes the questionnaire of 68 college English teachers and 272 students, investigates teachers and students' judgment on the usage, function and purpose of college English teachers in the classroom, and records the classroom of ten of them.The usage, function and purpose of classroom Chinese are accurately grasped, and the teachers' classroom Chinese usage, function and purpose are compared with the teachers' actual Chinese usage, function and purpose, and then triangulated by interviews.It is found that teachers and students do not have the same understanding of classroom Chinese use as the actual situation, and teachers use Chinese in college English classes up to 13.50-87.933, exceeding the threshold put forward by Macaro / 2005.Using EViews software to analyze the classroom Chinese usage and English usage of ten teachers, it was found that the average amount of English decreased by 0.581586 units per unit of teachers' Chinese usage.Using SPSS to analyze the factors influencing teachers' use of Chinese in class, it is found that the teacher's teaching age (P0.743) and the time of teacher's training in English teaching theory (P0. 707) have no significant influence on the use of Chinese in the classroom;Teachers' academic qualifications and professional titles have a significant impact on the use of Chinese in the classroom, but only in listening, speaking, reading and writing are statistically significant, while listening and speaking have no significant correlation with teachers' use of Chinese in class.Through the analysis of teachers' and students' language beliefs, it is found that the attitudes of teachers and students towards the use of Chinese in class are very contradictory. On the one hand, teachers and students should try their best to use English in English classroom; on the other hand, students' English proficiency is uneven.Teachers and students are very dependent on the use of Chinese in class because of less class hours and teachers' professional accomplishment.The findings of this study can be used as a reference for teachers to reflect on their own teaching and for new teachers' training and teaching management to evaluate college English classroom.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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