小学英语教师话语有效性研究

发布时间：2018-05-02 16:13

本文选题：小学 + 英语　；参考：《山东师范大学》2017年硕士论文

【摘要】：英语课堂上的教师话语有着特殊的涵义,在课堂上起着双重作用。它既是教师进行英语教学所使用的媒介语言,又是学生学习的目标语言;既帮助教师组织教学,又对学生习得语言提供了示范。教师话语有效与否,直接影响到课堂教学能否促进学生的学习,特别是有效地帮助学生建构知识。所以研究教师话语能让我们更好地了解课堂教学的实际情况,为我们研究教师发展提供有力依据。本研究从教师话语的有效性出发,从量和质两个角度来分析小学英语教师话语,旨在更好地了解教师话语的质量和效果,改善师生课堂关系,改进教学方法,实现高效课堂。在本文中,笔者将采用课堂观察的方法,采用定性和定量相结合的手段,对本校四名英语教师的十八节课进行课堂实录并研究,旨在解决以下三个问题,即:小学英语课堂中教师话语的类型有哪些?小学英语教师话语存在那些问题?如何提高教师话语的有效性?本研究根据教师话语的不同种类进行有目的观察,重点选取教师的提问语、指令语和评价语进行观察,并对教师进行个案研究,总结教师话语需要注意的问题。笔者借鉴了前人经验并结合教学一线的亲身实践,认为在研究教师话语有效性时,除了考虑英语教师课堂话语的真实性、互动性、逻辑性和规范性外,还应关注教师话语的阶段性特征。笔者分析比较了六位教师课堂语言情况,发现以下问题发生率较高,首先,在教师课堂话语的真实性方面,存在教师使用一些在真实语言交际中不存在的语言。第二,在互动性方面,存在学生出现错误时教师提供反馈不及时、不能合理分配话轮、师生互动性不高或双边交流不顺畅等问题。第三,在逻辑性方面,有的教师相邻几句话之间没有必然的逻辑关系或前后不一致,教师在说话的过程中插入话题以外的内容。第四,在规范性方面,教师语音语调不准确,有时说错语法,教师的指令语不清晰、语言冗余以及使用不符合学生实际语言水平的语言。第五,在阶段性方面,教师话语不符合学生的年龄特点如使用抽象、超出学生认知水平的话语,为学生的理解造成困扰。鉴于此,笔者提出小学英语教师话语改进策略,一是教师应精心设计课堂话语,教师话语应真实、简洁、生动,符合小学生的认知水平和个性特点。二是要善于学习,提高教师话语的有效性。三是尝试使用韵律性语言,提高教师话语的趣味性。四是要多提供开放式问题,实现教师话语的多样化。规范简洁、有逻辑性、趣味性、多样化的教师话语是今后小学英语教师努力的方向。
[Abstract]:Teacher talk in English classroom has a special meaning and plays a dual role in class. It is not only the medium language used by teachers in English teaching, but also the target language for students to learn. It not only helps teachers organize teaching, but also provides a model for students to acquire language. Whether teacher talk is effective or not has a direct impact on whether classroom teaching can promote students' learning, especially to help students construct knowledge. Therefore, the study of teacher talk can help us better understand the actual situation of classroom teaching and provide a strong basis for us to study the development of teachers. Based on the validity of teacher talk, this study analyzes the teacher discourse in primary school from the perspective of quantity and quality, in order to better understand the quality and effect of teacher talk, improve the classroom relationship between teachers and students, improve teaching methods, and realize efficient classroom teaching. In this paper, the author will adopt the method of classroom observation and the combination of qualitative and quantitative methods to record and study the 18 classes of four English teachers in our school in order to solve the following three problems. That is, what are the types of teacher talk in primary English classroom? What are the problems in primary school English teacher talk? How to improve the effectiveness of teacher talk? According to the different types of teacher discourse, this study focuses on the teachers' questioning language, instruction language and evaluation language, and makes a case study of teachers to summarize the problems that teachers should pay attention to. The author draws lessons from the previous experience and practice in front of the teaching line, and holds that in studying the validity of teacher discourse, we should not only consider the authenticity, interactivity, logicality and normality of the classroom discourse of English teachers, but also consider the validity of the classroom discourse of English teachers. Attention should also be paid to the stage characteristics of teacher talk. The author analyzes and compares the six teachers' classroom language, and finds that the following problems have a high incidence. Firstly, there are some languages that teachers use in real language communication in terms of the authenticity of the teacher's classroom discourse. Secondly, in the aspect of interaction, there are some problems, such as the teacher can't provide feedback in time when students make mistakes, they can't allocate the round reasonably, the interaction between teachers and students is not high, or the bilateral communication is not smooth, and so on. Thirdly, in the aspect of logic, some teachers have no necessary logical relation or inconsistency between several adjacent sentences, and the teachers insert the content outside the topic in the process of speaking. Fourthly, in the normative aspect, the teacher's pronunciation and intonation are inaccurate, sometimes wrong grammar, the teacher's command language is not clear, the language is redundant, and the language that does not accord with the students' actual language level is used. Fifth, in the aspect of stages, teachers' discourse does not accord with the students' age characteristics, such as using abstract words, which is beyond the level of students' cognition, which causes trouble to students' understanding. In view of this, the author puts forward the improvement strategies of primary school English teachers' discourse. Firstly, teachers should carefully design the classroom discourse, and the teacher's discourse should be true, concise and vivid, in line with the pupils' cognitive level and personality characteristics. Second, we should be good at learning and improve the effectiveness of teacher talk. Third, try to use prosodic language to improve the interest of teacher talk. Fourth, it is necessary to provide more open questions, to achieve the diversity of teacher discourse. Standardized, concise, logical, interesting and diversified teacher talk is the direction of primary school English teachers' efforts in the future.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】