英语实习教师课堂话语质量个案研究

发布时间：2017-12-27 07:33

本文关键词：英语实习教师课堂话语质量个案研究　出处：《延边大学》2017年硕士论文　论文类型：学位论文

【摘要】：在EFL课堂上,教师话语的使用情况直接影响课堂教学的质量、学生们的学习态度、学习热情以及英语输出能力,因此课堂话语研究备受国内外研究学者的重视。综观这些研究,其主要研究对象为在职的初、高中及大学英语教师,鲜有涉及高校英语师范生在实习过程中的课堂话语使用情况。高校英语师范生是未来教师队伍的新鲜血液,英语课堂话语的规范使用是课堂效果的重要组成部分,两者的有机结合势必会有利于提高英语师范生教学能力和课堂组织能力。因此,对实习教师的课堂话语使用情况进行研究具有一定的实践意义。本文以延边大学学科教学(英语)方向实习研究生为研究对象,采用课堂观察和问卷调查相结合的研究方式,从讲授用语,提问用语,反馈用语和话语量四个维度分析了实习研究生在教学实习过程中的课堂话语使用状况和存在的不足之处。研究结果显示1)关于讲授用语,英语实习教师基本能够采用英语授课并给学生提供一定量的目标语输入,但仍存在教师知识面窄,母语使用量过多,英语表达不够流利的问题;2)关于课堂提问,存在下列问题:提问指向具有倾向性,候答时间不足,展示性问题多于参考性问题,不能有效地引发学生的目标语输出;3)关于反馈用语,英语实习教师能够意识到积极反馈话语的作用,但是反馈话语形式单一,语言匮乏;4)关于教师的话语量,实习教师话语量高于学生话语量,学生英语输出机会较少,导致课堂参与度降低。英语实习教师需要加强对课堂话语使用情况的关注,并通过观摩专家课堂,转录专家教师课堂话语的方式来改善和提高自身的课堂话语质量。鉴于上述研究结果,本文提出以下建议1)观摩专家型教师课堂,或全国教师技能大赛获奖者的课堂录像,转录教师的课堂话语;2)整理并熟记讲授英语、提问用语、组织用语、反馈用语以及英语教师课堂常用用语;3)通过录音,对照专家型教师课堂教师话语使用情况,总结自己在课堂教学中教师话语使用不足之处,积极改进。
[Abstract]:In the EFL classroom, the use of teacher talk directly affects the quality of classroom teaching, students' learning attitude, learning enthusiasm and English output ability. Therefore, classroom discourse research has attracted the attention of scholars at home and abroad. Based on these studies, the main research subjects are initial, senior high school, and College English teachers. Normal College English teachers are the fresh blood of future teachers. The standardized use of English classroom discourse is an important part of classroom effect. The organic combination of them is bound to help improve the teaching ability and classroom organizing ability of English normal students. Therefore, it is of practical significance to study the use of teachers in classroom discourse. This paper takes Yanbian University teaching (English) graduate internship as the research object, research methods through classroom observation and questionnaires, from the teaching language, questioning, analysis of practice status and existing shortcomings of the use of classroom discourse in the course of teaching graduate student feedback four dimensions of language and speech. The results showed that: 1) on the teaching language, English teachers can teach and practice to provide students with a certain amount of using English language input, but there are still some teachers in a narrow range of knowledge, the use of the mother tongue is too much, not fluent in English expression problems; 2) on classroom questioning, questioning the following problems: to have a tendency sometimes, a lack of time, more display questions than referential questions, can not effectively arouse students' target language output; 3) feedback on language, English student teachers can be aware of the positive feedback of discourse role, but is the feedback form is single, lack of language; 4) talk about teachers' practice, the amount of teacher talk higher than the students' discourse quantity, less students' output opportunities, lead to reduce classroom participation. English teachers need to pay more attention to the use of classroom discourse, and improve their classroom discourse quality by observing experts' classroom and transcribed expert teachers' classroom discourse. In view of the above research results, this paper put forward the following suggestions: 1) to observe the expert teachers in the classroom, video or national teaching skills contest winners of the classroom, classroom discourse transcription of teachers; 2) collect and memorize English teaching, questioning, feedback, organization language language and English teachers' Classroom language used; 3) by recording control teacher talk expert teachers classroom use, summed up their own teaching in the classroom teacher talk deficiencies, actively improve.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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