基于IRF结构的中级汉语口语课堂教师提问话语分析
发布时间：2019-04-08 14:30
【摘要】：口语课在第二语言教学中具有非常重要的地位，，是连接语言知识和语言实际应用的桥梁课堂提问作为一种教学手段，对于提高学习者的思维能力，推动课堂教学的顺利进行具有十分重要的作用 本文以中山大学国际汉语学院中级口语课为研究对象，分别选择三位经验较丰富的教师和三位新手教师，通过旁听教学观看教学视频以及转写课堂录音等方法，基于IRF结构和相关理论，从提问类型提问策略教师等待时间等方面对教师课堂提问话语进行了分析和总结，希望能为新教师自身素质的成长提高提供一定参考 研究结果表明，IRF结构话语普遍存在于目前的汉语中级口语教学中，教师在课堂上提出的问题多为展示性问题，有经验的教师在课堂上更喜欢多提问而在提问策略和教师等待时间方面，无论教师是否具有丰富的教学经验，都更愿意使用激励式提问策略，但提问后给予学生思考问题的时间都比较短
[Abstract]:Oral English class plays a very important role in second language teaching. It is a bridge between language knowledge and practical application of language. As a teaching method, oral English class plays an important role in improving learners' thinking ability. It is very important to promote the smooth progress of classroom teaching. This paper chooses three experienced teachers and three novice teachers respectively, taking the intermediate oral class of the School of International Chinese at Sun Yat-sen University as the research object. Based on the structure of IRF and related theories, this paper analyzes and summarizes the classroom questioning discourse of teachers from the aspects of teachers' waiting time, such as waiting time and so on, through watching teaching video and transferring to classroom recording by listening to the teaching methods of listening to the teaching, and based on the structure of classroom and related theories. It is hoped that it can provide some reference for the improvement of new teachers' self-quality. The results show that IRF-structured discourse is widely used in the current middle-level oral Chinese teaching, and the problems raised by teachers in the classroom are mostly illustrative problems. Experienced teachers prefer to ask more questions in class. In terms of questioning strategies and teachers' waiting time, teachers are more willing to use motivational questioning strategies regardless of whether they have rich teaching experience or not. However, the time given to students to think about problems after asking questions is relatively short.
【学位授予单位】：中山大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2454657
[Abstract]:Oral English class plays a very important role in second language teaching. It is a bridge between language knowledge and practical application of language. As a teaching method, oral English class plays an important role in improving learners' thinking ability. It is very important to promote the smooth progress of classroom teaching. This paper chooses three experienced teachers and three novice teachers respectively, taking the intermediate oral class of the School of International Chinese at Sun Yat-sen University as the research object. Based on the structure of IRF and related theories, this paper analyzes and summarizes the classroom questioning discourse of teachers from the aspects of teachers' waiting time, such as waiting time and so on, through watching teaching video and transferring to classroom recording by listening to the teaching methods of listening to the teaching, and based on the structure of classroom and related theories. It is hoped that it can provide some reference for the improvement of new teachers' self-quality. The results show that IRF-structured discourse is widely used in the current middle-level oral Chinese teaching, and the problems raised by teachers in the classroom are mostly illustrative problems. Experienced teachers prefer to ask more questions in class. In terms of questioning strategies and teachers' waiting time, teachers are more willing to use motivational questioning strategies regardless of whether they have rich teaching experience or not. However, the time given to students to think about problems after asking questions is relatively short.
【学位授予单位】：中山大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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