高中英语新手教师与专家教师支架性话语的对比研究

发布时间：2018-04-27 16:39

本文选题：高中英语 + 新手教师　；参考：《南京师范大学》2017年硕士论文

【摘要】：近年来,教师话语与支架性话语日益成为研究热点。本文以社会文化理论中的支架理论、可理解性输入理论以及互动理论为基础,对高中英语新手教师与专家教师的支架性话语进行对比研究,主要回答以下三个研究问题:1.高中英语新手教师与专家教师对支架性话语的认识上有何差异? 2.高中英语新手教师与专家教师支架性话语的使用量方面有何异同? 3.高中英语新手教师与专家教师支架性话语的使用类别方面有何异同?笔者对南京市某四星级高中的四位教师(两位新手教师和两位专家教师)同一内容的阅读课中的支架性话语的使用情况进行课堂观察和录音,并将录音转写成书面文本。且在课后对四位教师进行关于支架性话语认知的访谈,并对教师们任教班级的学生进行问卷调查。通过对录音转写文本、访谈内容和问卷调查结果进行定量与定性分析,本研究有如下发现:1.新手教师和专家教师均对支架性话语有较好的认知,且均能认识到支架性话语对学生语言输出的重要性,并且能在真实课堂中灵活地使用支架性话语。2.在课堂教学中,专家教师比新手教师更多地使用支架性话语。比较而言,专家教师的课堂话语总量低于新手教师,而支架性话语量则高于新手教师。3.专家教师比新手教师使用更多类型的支架性话语。专家教师能根据不同的互动情况,综合选用(搭桥,阐明,鼓励,示范,提升和扩展)这六种支架性话语,而新手教师较少使用搭桥和扩展这两种支架性话语。综上,本研究提出以下的教学建议:在认知上,新手教师和专家教师均应加强对支架性话语的理解;在使用量上,新手教师和专家教师应加大支架性话语在语言课堂中的使用以提供给学生更多的表达机会从而促进学生语言产出,其中新手教师应更多地使用支架性话语;在使用类别上,新手教师应该根据不同的课堂互动情况灵活地综合使用各类支架性话语。
[Abstract]:In recent years, teacher talk and scaffolding discourse have become the focus of research. Based on the scaffolding theory, comprehensible input theory and interaction theory, this paper makes a comparative study of the scaffolding utterances of novice and expert English teachers in senior high school, and answers the following three research questions: 1: 1. What is the difference in the understanding of the scaffolding between the novice English teachers and the expert teachers in senior high school? 2. What are the similarities and differences in the use of scaffolding discourse between English novice teachers and expert teachers in senior high school? 3. What are the similarities and differences in the categories of use of the scaffolding utterances between the novice English teachers and the expert teachers in senior high school? The author observed and recorded the use of scaffold utterances in reading classes of four teachers (two novice teachers and two expert teachers) in a four-star senior high school in Nanjing, and transcribed the recordings into written texts. After class, four teachers were interviewed about the cognition of scaffolding utterance, and the students in the class were investigated by questionnaire. Through the quantitative and qualitative analysis of transcripts, interview contents and questionnaire results, the findings of this study are as follows: 1. Both novice and expert teachers have a good understanding of scaffolding utterances, and can recognize the importance of scaffolding discourse to students' language output, and can flexibly use scaffolding discourse. In classroom teaching, expert teachers use scaffolding more than novice teachers. In comparison, the total amount of classroom discourse of expert teachers is lower than that of novice teachers, while the amount of scaffolding discourse is higher than that of novice teachers. Expert teachers use more types of scaffolding than novice teachers. According to the different interaction situation, the expert teachers can choose the six kinds of scaffold utterances (bridging, clarifying, encouraging, demonstrating, promoting and expanding) synthetically, while the novice teachers seldom use the two kinds of scaffold utterances. In summary, this study proposes the following teaching suggestions: both novice and expert teachers should strengthen their understanding of scaffold utterances in cognition, while in terms of usage, both novice and expert teachers should strengthen their understanding of scaffold utterances. Novice and expert teachers should increase the use of scaffolding discourse in language classroom to provide students with more opportunities to express and promote students' language output. Novice teachers should use all kinds of scaffolding discourse flexibly according to different classroom interaction.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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