英语专业本科生课堂教学中教师启动会话修补研究

发布时间：2021-03-24 01:53

　　自上世纪七十年代起,众多学者已经在会话修补领域进行了很多研究并取得了丰硕的成果。作为一种人际交往中常见的现象,会话修补指的是消除会话中双方在听、说和理解方面出现或可能出现的错误和障碍的行为。会话修补有利于互动会话的进行和发展。因此,在课堂情境下,教师常常通过会话修补来帮助学生输入和输出准确合适的目的语。然而,尽管目前国内外有许多学者从不同领域对会话修补进行了大量的研究,在国内关于英语课堂上的会话修补研究仍处在发展之中,而且其中大部分研究着眼于学生启动的修补现象,只有少部分聚焦于教师启动的修补现象。因此,本研究将采用会话分析和文献研究等方法,以深入分析英语专业本科英语课堂教师启动的会话修补的分类、策略和功能为研究目的,不仅能丰富教师启动的会话修补领域的研究,为其他机构性会话修补研究提供参考,还可使教育研究者和教师更理解课堂情境下的会话修补以促进教学。本研究基于G大学的国家精品课程CECL（交际英语）的视频转写出来的语料,对英语专业本科英语课堂教师启动的会话修补现象进行了仔细的研究。研究结论如下:1.英语专业本科英语课堂教师启动的会话修补可分为两大类五小类:教师启动教师修补,包括教师自我启... 

【文章来源】：广东外语外贸大学广东省

【文章页数】：69 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Purpose of the study
    1.3 Significance of the study
    1.4 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Definitions
        2.1.1 Definition of repair
        2.1.2 Definition of teacher-initiated repair
    2.2 Conversation analysis and institutional conversation analysis
    2.3 Conversational repair
        2.3.1 Research methods of repair
        2.3.2 Repair among different language speakers
        2.3.3 Classification of repair
        2.3.4 Subcategories of repair
        2.3.5 Empirical research of repair
    2.4 Repair in language classroom conversation
    2.5 Theoretical rationale
CHAPTER THREE RESEARCH DESIGN
    3.1 Research questions
    3.2 Setting and participants
    3.3 Data collection
    3.4 Data coding
CHAPTER FOUR DATA ANALYSIS AND DISCUSSION
    4.1 The categories of teacher-initiated conversational repair in EFL classroomsfor undergraduate English majors
        4.1.1 Teacher-initiated teacher-repair
        4.1.2 Teacher-initiated student-repair
    4.2 The strategies of teacher-initiated conversational repair in EFL classrooms forundergraduate English majors
        4.2.1 Completion
        4.2.2 Explanation
        4.2.3 Repetition
        4.2.4 Direct repair
        4.2.5 Reconstruction
        4.2.6 Non-verbal strategy
    4.3 The functions of teacher-initiated conversational repair in EFL classrooms forundergraduate English majors
        4.3.1 Providing accurate target language input to students
        4.3.2 Creating opportunity for students’target language output
        4.3.3 Checking the teaching effect
CHAPTER FIVE CONCLUSIONS,LIMITATIONS AND FUTURE IMPLICATIONS
    5.1 Conclusions
    5.2 Limitations
    5.3 Pedagogical implications
    5.4 Future implications
REFERENCES



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