初中英语课堂互动中教师反馈语的个案研究

发布时间：2018-09-06 20:18

【摘要】：课堂互动是一个动态合作的过程,它可以是师生或者生生之间的交流。同时,影响课堂互动质量的因素有很多,比如交流模式、教师的提问方式、教师反馈语等等。在本文中,作者主要对师生课堂互动中的教师反馈语进行研究。国内外的许多学者和专家对此进行了较为全面的研究,但是在大学外语教学中展开的比较多,很少关注到初中英语课堂教学。在英语教学改革的大背景下,初中英语课堂互动和教师反馈语也得到了更多的关注。本文研究问题包括实际初中英语课堂中教师反馈语的主要类型和各自所占的比重,教师和学生对不同类型教师反馈语的态度和偏好,以及教师反馈语通过对学生产生的哪些影响可以提高课堂互动质量。作者将自然观察法、问卷调查法和教师访谈相结合,以可理解性输入假设、情感过滤假设、可理解性输出假设、互动理论以及支架理论作为理论基础,在杭州市的一所初中展开了此次研究。首先,作者挑选了在八年级任教的四位老师以及他们所教授的四个班级,对课堂教学进行了三个月的仔细观察,对其中四节课进行课堂录音并且转化成文字记录下来。第二步是邀请这四个班级的120名学生参与了此次问卷调查。最后,作者对四位老师进行了相关的访谈。然后作者进行了数据的收集和分析,试着发现问题并提出有效的建议来促进课堂互动。通过研究主要得出以下结论:1.教师反馈语在整节课中所占的比重为47.78%。虽然教师反馈语占了很大的比重,但是这些反馈语并不全是有效的。从教学观察中可以得出,在初中英语课堂中积极反馈语和中性反馈语是最常见的。同时在中性反馈语中,最常见的是纠正性反馈和评论性反馈。2.学生和教师对于教师反馈语的态度和偏好并不是完全一致的。当学生给出正确答案的时候,教师通常给予表扬然后作出一些评价性的话语;但是当学生的答案不正确的时候,教师为了节省时间会直接告诉他们正确答案,然而通过对学生的问卷可以得知,学生更希望能被给予更多的时间和机会来纠正自己的错误。3.积极反馈语和中性反馈语可以通过以下几个方面对学生进行干预:调动学生学习的积极性,增强学生的自信心,以及提升话轮质量。同时,消极反馈语与学生回答的有效性也有着紧密联系。教师反馈语可以通过以上几个方面来促进课堂互动。最后作者提出了一些建议:第一,教师应该把握好课堂时间的分配,给学生足够的时间和机会来表达,这有助于增加学生的自信心,长此以往,也有助于课堂互动质量的提升,创造更高效的课堂。第二,教师可以给学生更多的引导和帮助,对于不同的情况采取不同的反馈策略。第三,教师可以经常对课堂互动质量进行反思。最后,作者在结论部分也指出由于时间的限制等原因,本研究仍有一些不足之处,希望后续能得到改进。
[Abstract]:Classroom interaction is a dynamic cooperative process, which can be the communication between teachers and students. At the same time, there are many factors affecting the quality of classroom interaction, such as communication mode, teachers'questioning methods, teacher feedback and so on. Many scholars and experts have carried out a comprehensive study on this topic, but there are many researches in college foreign language teaching, and little attention has been paid to junior high school English classroom teaching. The main types and proportion of teacher feedback, the attitudes and preferences of teachers and students towards different types of teacher feedback, and the effects of teacher feedback on students can improve the quality of classroom interaction. This study was conducted in a junior high school in Hangzhou based on the affective filtering hypothesis, intelligible output hypothesis, interaction theory and scaffolding theory. First, the author selected four teachers who teach in the eighth grade and four classes they teach, and observed the classroom teaching carefully for three months, including four classes. The second step is to invite 120 students from the four classes to participate in the questionnaire. Finally, the author interviewed four teachers. Then the author collected and analyzed the data, tried to find out the problems and put forward effective suggestions to promote classroom interaction. The main conclusions are as follows: 1. Teachers'feedback accounts for 47.78% of the whole class. Although teachers' feedback accounts for a large proportion, these feedback is not all effective. From the teaching observation, positive feedback and neutral feedback are the most common in junior middle school English class. The most common types of feedback are corrective feedback and critical feedback. 2. The attitudes and preferences of students and teachers towards teacher feedback are not entirely consistent. When students give correct answers, teachers usually give praise and make some comments; but when students'answers are incorrect, teachers try to save time. Save time to tell them the correct answer directly, but through the students'questionnaires, students hope to be given more time and opportunities to correct their mistakes. 3. Positive feedback and neutral feedback can be used to intervene in the following aspects: mobilize students' enthusiasm for learning, enhance students'self-esteem. At the same time, negative feedback is closely related to the validity of students'answers. Teacher feedback can promote classroom interaction through the above aspects. Finally, the author puts forward some suggestions: First, teachers should grasp the allocation of classroom time and give students enough time and opportunities to express themselves. In the long run, it also helps to improve the quality of classroom interaction and create a more efficient classroom. Second, teachers can give students more guidance and help and adopt different feedback strategies for different situations. Third, teachers can often reflect on the quality of classroom interaction. Some also pointed out that due to time constraints and other reasons, there are still some shortcomings in this study, and hope to be improved in the future.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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