英语专业课程中男女教师课堂话语差异的个案研究
发布时间：2018-12-09 10:42
【摘要】：英语教师课堂话语在教学中扮演着至关重要的角色,它不仅是教师实施课堂教学的媒介和工具,还是学习者语言输入的重要来源之一。迄今为止,国内学者对非英语专业英语课堂教师话语的特点及功能进行了诸多研究,但对英语专业课程中教师课堂话语策略的研究较少。为了解我国英语专业课程中教师课堂话语策略的使用现状,进一步提高教师课堂话语的质量,促进我国的英语教学,本文对英语专业综合英语课程中教师课堂话语策略的使用情况进行个案研究。本文的研究对象是国内某外语类大学英语学院某年级八名综合英语课程教师。本次研究采用自然调查法,包括课堂观察法,学生问卷和教师访谈。通过录音—转写—分析—结论四步骤,作者从教师课堂话语量,教师提问,意义协商,教师反馈以及母语使用五个方面分析并讨论了综合英语课程中男女教师课堂话语使用的情况,并且通过课后问卷收集学生对于教师课堂话语使用的看法与建议。本文研究结果表明,男女教师课堂话语使用情况存在差异。男教师的课堂话语量比女教师多;女教师的提问次数和积极反馈比男教师多;两位教师对于意义协商机制各有偏好。而对学生的问卷结果表明,他们认为男女教师教学风格确实存在差异,也从教师课堂话语的五个方面给出了他们的建议。作者希望此次研究不仅能够引起英语专业课堂教师的关注,而且还能得到其他从事英语教学的教师们的注意。更希望本文研究能为教师课堂话语的研究以及我国高校英语教学提供借鉴。
[Abstract]:English teachers' classroom discourse plays an important role in teaching. It is not only the medium and tool for teachers to implement classroom teaching, but also one of the important sources of learners' language input. Up to now, domestic scholars have conducted many researches on the characteristics and functions of teacher talk in non-English major English classroom, but there is little research on teacher's classroom discourse strategy in English major curriculum. In order to understand the present situation of teachers' classroom discourse strategies in English major courses in China, to further improve the quality of teachers' classroom discourse, and to promote English teaching in China. This paper makes a case study on the use of classroom discourse strategies in English majors' comprehensive English courses. The research object of this paper is eight teachers of comprehensive English course in a foreign language college English college in China. This research adopts natural survey method, including classroom observation, student questionnaire and teacher interview. By recording, writing, analyzing and concluding four steps, the author from the teacher's classroom discourse quantity, teacher's question, meaning negotiation, Teachers' feedback and mother tongue use are analyzed and discussed in this paper. Students' views and suggestions on classroom discourse use are collected through after-class questionnaires. The results show that there are differences in the use of classroom discourse between male and female teachers. Male teachers have more classroom discourse than female teachers; female teachers have more questions and positive feedback than male teachers; the two teachers have different preferences for meaning negotiation mechanism. The results of the questionnaire show that there are some differences in teaching styles between male and female teachers, and their suggestions are given from five aspects of teachers' classroom discourse. The author hopes that this study will not only attract the attention of English teachers, but also other teachers engaged in English teaching. It is hoped that this study can be used as a reference for the study of teacher's classroom discourse and English teaching in colleges and universities in China.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2369248
[Abstract]:English teachers' classroom discourse plays an important role in teaching. It is not only the medium and tool for teachers to implement classroom teaching, but also one of the important sources of learners' language input. Up to now, domestic scholars have conducted many researches on the characteristics and functions of teacher talk in non-English major English classroom, but there is little research on teacher's classroom discourse strategy in English major curriculum. In order to understand the present situation of teachers' classroom discourse strategies in English major courses in China, to further improve the quality of teachers' classroom discourse, and to promote English teaching in China. This paper makes a case study on the use of classroom discourse strategies in English majors' comprehensive English courses. The research object of this paper is eight teachers of comprehensive English course in a foreign language college English college in China. This research adopts natural survey method, including classroom observation, student questionnaire and teacher interview. By recording, writing, analyzing and concluding four steps, the author from the teacher's classroom discourse quantity, teacher's question, meaning negotiation, Teachers' feedback and mother tongue use are analyzed and discussed in this paper. Students' views and suggestions on classroom discourse use are collected through after-class questionnaires. The results show that there are differences in the use of classroom discourse between male and female teachers. Male teachers have more classroom discourse than female teachers; female teachers have more questions and positive feedback than male teachers; the two teachers have different preferences for meaning negotiation mechanism. The results of the questionnaire show that there are some differences in teaching styles between male and female teachers, and their suggestions are given from five aspects of teachers' classroom discourse. The author hopes that this study will not only attract the attention of English teachers, but also other teachers engaged in English teaching. It is hoped that this study can be used as a reference for the study of teacher's classroom discourse and English teaching in colleges and universities in China.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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