第二语言口语教师课堂提问的顺应性研究

发布时间：2018-01-04 03:10

本文关键词：第二语言口语教师课堂提问的顺应性研究　出处：《南京师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：近年以来,第二语言口语课堂逐渐由教师主讲转为以学生为中心的新型模式。课堂提问的顺应性也成了第二语言教师研究的新课题。本研究从语言顺应论研究的四个角度比较和研究第二语言教师口语课堂提问顺应性的性质、特征以及优化策略。(1)语境关系的顺应研究显示：第二语言口语教师的课堂提问在考虑了教学的物理环境,人文环境和社交环境之后,提问的有效性可以得到大大的提高。教师的提问顺应了教学的环境和对象,语境随着教师优化提问策略得到不断更新,学生随着教师优化提问和更新的语境提高了口语表达能力。这样第二语言教学就可以形成一个有效的良性循环；(2)语言结构的顺应性研究显示：第二语言教师为了顺应口语课堂的变异性,对疑问句的话语建构成分(语音语调、节奏、停顿、词汇、句型、语序和语篇)做出了不同程度的调整。教师问句的语言结构顺应是整体课堂提问变异和顺应的必要环节；(3)动态顺应研究发现：第二语言教师的课堂提问从宏观上应该考虑整个教学期间学生的认知水平的变化和发展,从微观上应该考虑一节课期间话题的转换、学生理解程度和情境的创设,不断做出动态的变化、调整和顺应；(4)顺应过程中的意识凸显研究发现：第二语言口语教师的课堂提问应该显示教师对不同认知水平的学生提问的意图,表现教师对学生心理状态的了解和情感上的关怀,还要凸显教师为了活跃气氛和激励学生进行提问的目的和意识。第二语言口语教师课堂提问的顺应和优化将不断提高教师语言输入的有效性,促进学生语言输出的准确性。
[Abstract]:In recent years, the second language spoken language classroom has gradually changed from a new teacher-centered model to a new student-centered model, and the adaptability of classroom questioning has become a new topic for second language teachers to study. The present study compares and studies the nature of second language teachers' questioning adaptability in oral classroom from four perspectives of linguistic adaptation theory. An adaptation study of the contextual relationship between features and optimization strategies shows that the second language teacher's classroom questioning takes into account the physical, humanistic and social environments of teaching. The effectiveness of questioning can be greatly improved. Teachers' questioning conforms to the teaching environment and objects, and the context is constantly updated with teachers' optimization of questioning strategies. The students improve their oral expression ability with the teacher's optimized questioning and updated context, so that the second language teaching can form an effective virtuous circle; 2) A study on the adaptability of language structure shows that in order to adapt to the variability of oral English, the second language teacher constructs the discourse components of interrogative sentences (pronunciation, intonation, rhythm, pause, vocabulary, sentence pattern). The language structure adaptation of teacher's question sentence is the necessary link of the whole classroom questioning variation and adaptation; 3) the dynamic adaptation study finds that the second language teacher's classroom questioning should consider the change and development of the students' cognitive level in the whole teaching period, and the change of the topic during a class from the micro perspective. The creation of students' understanding degree and situation makes dynamic changes, adjustments and adaptations; 4) the study of awareness in the process of adaptation reveals that the classroom questioning of spoken language teachers should indicate the teachers' intention to ask questions from students with different cognitive levels. To express teachers' understanding of students' psychological state and their emotional concern, teachers should also highlight the purpose and consciousness of teachers in order to stimulate students to ask questions in order to enliven the atmosphere. The adaptation and optimization of the second language spoken language teacher's classroom questioning will improve the effectiveness of the teacher's language input and promote the accuracy of the students' language output.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H09

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