初中英语听说课堂教师话轮分配与学生参与研究

发布时间：2018-04-19 17:07

本文选题：教师课堂话轮分配 + 学生参与　；参考：《青岛大学》2017年硕士论文

【摘要】：英语听说课是培养初中生英语听说能力的一个重要途径。课堂上师生的交互言语活动是提高学生听说能力的关键。随着“学生主体”理念的广泛传播,人们逐渐意识到学生参与课堂教学的重要性。2011版《义务教育阶段英语课程标准》中指出,现代外语教育应关注语言学习的过程,尤其应注重语言学习的实践性。学生积极参与到听说课堂学习之中,对提高学生的语言运用能力和语言实践能力具有重要意义。本文通过对当前初中英语教师听说课堂话轮分配现状的研究,一定程度上可以提高教师对话轮分配重要性的理解,拓宽关于话轮分配及学生参与的研究视野,改进英语课堂话轮分配现状,促进初中英语教师的专业发展,增强其英语语言的实际操作能力。本研究以克拉申(Krashen)的输入假说和斯温(Swain)的输出假说为理论指导,采用课堂观察和访谈的方法,对青岛市某中学三位英语教师的听说课堂进行了随堂观察,并对三位教师进行访谈。以此为依据,笔者对其中师生话轮数量,师生话轮构成,教师话轮分配的技巧进行统计分析,总结初中英语听说课堂教师话轮分配的特点及其对学生课堂参与的影响。此外,笔者在个人恳请、小组恳请和全班恳请的基础上,提出了成对恳请的概念。研究结果发现:1.初中英语听说课堂中教师倾向于分配话轮给优等生和积极活跃的学生。2.教师话轮优于学生话轮。教师话轮多为句子话轮,学生话轮多为单词话轮。3.教师多使用个人恳请和全班恳请。个人恳请多通过点名的形式实现,全班恳请常使用提问的形式实现。研究表明,教师有效的话轮分配有助于提高学生课堂参与度和提升学生话轮质量。本研究还为初中英语教师在话轮分配,提高学生课堂参与,以及为激发学生话语输出等方面提出一些建议,以期为今后教师话轮分配研究提供参考。
[Abstract]:English listening and speaking course is an important way to cultivate junior high school students' English listening and speaking ability.The interactive speech activity of teachers and students is the key to improve students' listening and speaking ability.With the widespread dissemination of the concept of "student subject", people are gradually realizing the importance of students' participation in classroom teaching. The 2011 edition of English Curriculum Standards for compulsory Education indicates that modern foreign language education should pay attention to the process of language learning.In particular, we should pay attention to the practicality of language learning.The active participation of students in listening and speaking classroom learning is of great significance to improve students' language use ability and language practice ability.Through the study of the present situation of English teachers' allotment in the classroom, this paper can improve the understanding of the importance of the allocation of teachers' dialogue turn, and broaden the perspective of the research on the allocation of dialogue rotation and students' participation.To improve the present situation of English classroom assignment, to promote the professional development of junior middle school English teachers, and to enhance their English language practical ability.Guided by Krashen's input hypothesis and Swain's output hypothesis, the present study conducted an in-class observation of three English teachers in a middle school in Qingdao by means of classroom observation and interview.Three teachers were interviewed.On the basis of this, the author makes a statistical analysis of the number of teacher-student rounds, the composition of teacher-student turn, and the skills of teacher's turn-around assignment, and summarizes the characteristics of teacher's turn-around assignment in junior middle school English listening and speaking classroom and its influence on students' classroom participation.In addition, the author puts forward the concept of pleading in pairs on the basis of individual pleading, group pleading and class pleading.The study found that 1: 1.In the middle school English listening and speaking class, teachers tend to assign words to the top students and active students.The teacher's turn is better than the student's.The teacher's turn is mostly sentence turn, while the student's turn is mostly word turn. 3.Teachers use both personal and class pleas.Individual requests are often realized through roll-call, and class requests are often made in the form of questions.The research shows that effective teachers' turn-around allocation can improve students' classroom participation and improve the quality of students' turn-around.The present study also provides some suggestions for English teachers in junior high school to improve their classroom participation and stimulate students' discourse output in order to provide a reference for the study of teachers' discourse assignment in the future.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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