高中英语课堂中教师反馈语对学生课堂参与的影响研究

发布时间：2023-05-07 21:39

　　《普通高中英语课程标准(2017年版)》倡导英语教师在日常教学中发展学生的英语学科核心素养,积极实践英语学习活动观,提高学生的学用能力。随着新课改的推进和深入,学生的英语综合运用能力越来越受到重视,这也意味着对教师的课堂话语提出了更高的要求。教师反馈语作为教师话语的重要组成部分,是影响学生英语学习效率的重要因素,同时也是师生沟通互动的桥梁。在英语教学中,恰当的教师反馈语不仅可以为学生提供大量的可理解性语言输入,还可以通过课堂互动促进学生的语言输出。然而,我国对教师反馈语的研究大多集中在大学阶段,而对中学阶段教师反馈语的研究还不够充分。因此,笔者认为对高中英语课堂互动中教师反馈语进行深入详细的调查研究具有一定的理论和现实意义。本文以高中英语课堂教师反馈语为研究对象,并在IRF模式下,利用Krashen的可理解性输入假说和情感过滤假说,Swain的可理解性输出假说和Michael Long的互动理论,采用课堂观察,实录转写,问卷调查以及访谈的研究方法,对遂宁市某高中高二年级四个班的205名学生进行了调查和研究,以期解决如下问题:1.高中英语课堂中教师反馈语的类型,数量,比例是多少?2.高中...

【文章页数】：80 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Teacher’s Feedback
        2.1.1 Definitions of Teacher’s Feedback
        2.1.2 Classifications of Teacher’s Feedback
        2.1.3 Functions of Teacher’s Feedback
    2.2 Students’Classroom Participation
    2.3 Theoretical Basis
        2.3.1 The Initiation-Response-Feedback Interactive Model ofSinclair and Coulthard
        2.3.2 The Input and Output Hypothesis
        2.3.4 The Interaction Theory of Michael Long
    2.4 Researches on the Influences of Teacher’s Feedback on Students’Participation in Senior High School English Class at Home and Abroad
        2.4.1 Researches on the Influences of Teacher’s Feedback onStudents’Participation in Senior High School English ClassAbroad
        2.4.2 Researches on the Influences of Teacher’s Feedback onStudents’Participation in Senior High School English Class atHome
Chapter Three Research Method
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Classroom Observation
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedure
    3.5 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 The Usage of Teacher’s Feedback in the English ClassroomTeaching of Senior High School
        4.1.1 The Frequency of Single and Mixed Teacher’s Feedback inEnglish Classes
        4.1.2 Types and frequency of teacher’s feedback in English classes
    4.2 The Influences of Teacher’s Feedback on Students’ClassroomParticipation
    4.3 The Attitudes and Preferences of Teachers and Students towardsTeacher’s Feedback
        4.3.1 Teachers’Attitudes and Preferences for Teacher’s Feedback
        4.3.2 Students’Attitudes and Preferences for Teacher’s Feedback
    4.4 Analysis of Teachers’and Students’Interview
        4.4.1 Analysis of Teachers’Interview
        4.4.2 Analysis of Students’Interview
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Present Study and Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Acknowledgements



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