不发达地区初中英语教师课堂话语特征个案研究
发布时间：2018-10-26 07:20
【摘要】：英语教师的课堂话语不仅是教师用来传递信息和组织英语课堂教学活动的重要媒介,而且是学生接受的可理解的语言输入的最主要来源,尤其对于不发达地区的学生来说更是如此。本研究旨在调查初中英语教师在课堂话语量、提问、交互调整、反馈和会话结构这五个方面的特征,以此了解不发达地区教师课堂话语特征的现状。本研究选取了作者为期三个月的实习所在的学校--河南省内乡县内乡实验初中初二年级的5个英语教师作为研究对象,录制了5节课,并结合课堂观察法和访谈学生的方法收集数据,最后对数据进行定性分析。研究结果显示初中英语教师在话语量方面没有占用课堂太多时间,能够给学生提供小组讨论,练习的机会;教师提问以展示性问题为主,主要关注学生的语言形式,提问模式主要为指定学生回答和全班学生集体回答;交互调整方面以语言知识讲解和发出指令后的理解核实为主,没有出现确认核实和澄清请求的使用;教师反馈得类型主要为评价性反馈,和教师提问的问题大部分是展示性问题有关,简单表扬和简单确认是教师使用的最多的积极评价方式;会话结构以传统的IRF模式为主,教师在课堂中占主宰地位,学生只是被动的知识接收者。基于以上研究结果,作者建议初中英语教师根据不同的学习者、学习任务、课型、话题等平衡教师讲话时间和学生在活动中练习语言的时间;提问的问题中既有关注语言知识和形式的,又有发展学生语言表达能力的问题;给予学生评价时尽量具体,灵活使用评价语言,以增加学生学习的信心;使用多样化的师生互动形式促进学生的语言输出。
[Abstract]:The classroom discourse of English teachers is not only an important medium for teachers to convey information and organize English classroom teaching activities, but also the most important source of comprehensible language input accepted by students. This is especially true for students in underdeveloped areas. The purpose of this study is to investigate the characteristics of middle school English teachers in terms of classroom discourse quantity, questioning, interactive adjustment, feedback and conversational structure in order to understand the present situation of teachers' classroom discourse in underdeveloped areas. In this study, five English teachers in junior middle school of Neixiang County, Henan Province, were selected as the subjects of the study, and five classes were recorded. Combined with classroom observation and interviews with students, the data are collected and analyzed qualitatively. The results show that junior middle school English teachers do not take up much time in class in terms of discourse quantity and can provide students with opportunities for group discussion and practice. Teachers' questions are mainly expressive questions, focusing on the students' language forms, and the mode of questioning is mainly for the designated students to answer and the whole class to answer collectively. In the aspect of interactive adjustment, the language knowledge is explained and the understanding verification after the instruction is issued, and there is no use of confirmation verification and clarification request. The type of teacher feedback is mainly evaluative feedback, which is related to most of the questions asked by teachers, and simple praise and simple confirmation are the most positive evaluation methods used by teachers. The conversational structure is based on the traditional IRF mode. The teacher dominates the classroom, and the students are only passive knowledge receivers. Based on the above findings, the author suggests that junior middle school English teachers should balance the speaking time of teachers with the time students practice language in activities according to different learners, learning tasks, class patterns, topics, etc. Among the questions asked, there are not only paying attention to language knowledge and form, but also developing students' language expression ability, giving students as concrete as possible and using evaluation language flexibly, so as to increase students' confidence in learning. The use of diverse forms of teacher-student interaction to promote students' language output.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2294985
[Abstract]:The classroom discourse of English teachers is not only an important medium for teachers to convey information and organize English classroom teaching activities, but also the most important source of comprehensible language input accepted by students. This is especially true for students in underdeveloped areas. The purpose of this study is to investigate the characteristics of middle school English teachers in terms of classroom discourse quantity, questioning, interactive adjustment, feedback and conversational structure in order to understand the present situation of teachers' classroom discourse in underdeveloped areas. In this study, five English teachers in junior middle school of Neixiang County, Henan Province, were selected as the subjects of the study, and five classes were recorded. Combined with classroom observation and interviews with students, the data are collected and analyzed qualitatively. The results show that junior middle school English teachers do not take up much time in class in terms of discourse quantity and can provide students with opportunities for group discussion and practice. Teachers' questions are mainly expressive questions, focusing on the students' language forms, and the mode of questioning is mainly for the designated students to answer and the whole class to answer collectively. In the aspect of interactive adjustment, the language knowledge is explained and the understanding verification after the instruction is issued, and there is no use of confirmation verification and clarification request. The type of teacher feedback is mainly evaluative feedback, which is related to most of the questions asked by teachers, and simple praise and simple confirmation are the most positive evaluation methods used by teachers. The conversational structure is based on the traditional IRF mode. The teacher dominates the classroom, and the students are only passive knowledge receivers. Based on the above findings, the author suggests that junior middle school English teachers should balance the speaking time of teachers with the time students practice language in activities according to different learners, learning tasks, class patterns, topics, etc. Among the questions asked, there are not only paying attention to language knowledge and form, but also developing students' language expression ability, giving students as concrete as possible and using evaluation language flexibly, so as to increase students' confidence in learning. The use of diverse forms of teacher-student interaction to promote students' language output.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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