高中英语课堂师生互动中的教师反馈研究

发布时间：2018-02-27 19:14

本文关键词： 教师反馈师生互动英语课堂教学高中　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师反馈语作为教师话语的一部分,在课堂教学中发挥着重要作用。教师反馈可以引导学生积极参与课堂,增强课堂师生互动,通过课堂交际促进学生的语言学习。积极的教师反馈可以增强学生英语学习的信心,营造良好的课堂学习氛围,而教师的纠错反馈有利于引导学生发现并修正错误,启发学生的思维,促进学生语言输出。本论文研究的是高中英语课堂中的教师反馈话语,即课堂师生互动和交际中教师对学生的回答或表现做出的即时的言语的回应。本文主要对四名高一英语教师及其所任教的四个班级进行研究,通过课堂观察、访谈及问卷调查法,对教师反馈话语进行分析,以期探索教师反馈话语的样态特征以及对师生课堂互动的影响,进而探讨改进教师反馈的策略,提高课堂教学的有效性。本论文尝试回答以下研究问题:(1)高中英语课堂教师反馈的类型有哪些?各类教师反馈在教师课堂话语中所占比例如何?(2)教师反馈如何影响课堂师生互动效果?(3)学生对教师反馈的态度和偏好是什么?本研究通过对高中英语教师课堂中的反馈话语进行定量和定性分析,得出如下结论:首先,英语教师较为重视课堂反馈语的运用,反馈类型多样化,如简单赞扬、赞扬扩展、赞扬重复、引导修正、重述、明确纠错、澄清请求,为学生的二语习得增加了可理解性输入,促进学生的话语输出;教师对反馈话语存在偏好,教师课堂使用积极反馈语的比例最高,其次是消极反馈。第二,教师反馈语对提高课堂互动效果有积极的影响。第三,学生对教师反馈持不同的态度,分析发现,课堂上教师反馈话语的使用和学生的喜好不相一致,教师不了解学生对教师反馈的态度是影响课堂互动效果的重要因素。
[Abstract]:As a part of teacher talk, teacher feedback plays an important role in classroom teaching. Positive teacher feedback can enhance students' confidence in English learning and create a good classroom learning atmosphere, while teachers' error-correcting feedback is helpful to guide students to find and correct errors. To inspire students' thinking and promote students' language output, this thesis is devoted to the study of teacher feedback in senior high school English classes. This paper focuses on four English teachers in Senior one and the four classes they teach. Interviews and questionnaires are conducted to analyze teacher feedback discourse in order to explore the characteristics of teacher feedback utterances and their influence on teacher-student interaction, and then to explore strategies to improve teacher feedback. To improve the effectiveness of classroom teaching. This thesis attempts to answer the following research question: 1) what are the types of feedback from high school English teachers? What is the proportion of teacher feedback in classroom discourse? 2) how does teacher feedback affect the effect of classroom teacher-student interaction? What are the students' attitudes and preferences towards teacher feedback? Based on the quantitative and qualitative analysis of feedback utterances in senior high school English teachers' classrooms, the present study draws the following conclusions: first, English teachers pay more attention to the use of classroom feedback words, and the types of feedback are diversified, such as simple praise and praise expansion. Praise repetition, guide revision, restatement, clear error correction, clarification request, increase comprehensible input for second language acquisition, promote students' discourse output, teachers have a preference for feedback utterances. The proportion of teachers using positive feedback is the highest, followed by negative feedback. Second, teacher feedback has a positive effect on improving classroom interaction. Third, students have different attitudes towards teacher feedback. The use of teacher feedback in class is not consistent with students' preferences, and teachers' lack of understanding of students' attitude towards teacher feedback is an important factor affecting the effectiveness of classroom interaction.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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