高中英语优质课教师话语分配特征研究

发布时间：2018-04-18 10:37

本文选题：高中英语课堂 + 教师话语量　；参考：《曲阜师范大学》2016年硕士论文

【摘要】：教师话语(Teacher Talk)是指教师在课堂教学情境中所使用的语言。教师话语不仅是连接教师与学生的重要媒介,也是学生学习语言的重要途径。对于我国高中生来说,课堂是英语学习的重要场所。因此,研究课堂中的教师话语尤为重要。国内外学者对教师话语的研究日益增多,课堂教学过程中的教师话语成为二语习得研究的焦点之一。近年来我国学者对课堂中教师话语进行了一系列的研究,这些研究主要集中在大学英语课堂中,对于中小学教师话语的研究相对较少,并且较多研究自然状态下的课堂教学,发现其存在的问题并提出建议。优质课起着引领和示范的作用,授课教师教学水平较高、执教理念较新。通过研究高中英语优质课中的教师话语可以给英语课堂教学提供启发和指导。本研究以人本主义教育思想、Krashen(1987)的可理解性输入假说理论、Swain(1985)的可理解性输出假说理论和Long(1983)的互动假说理论为基础,采用定性分析为主,定量分析为辅的研究方法,对山东省第十一届高中英语优质课展评中获一等奖教师的录像视频进行转写和分析,探究优质课中教师话语在话语量、课堂提问、交互调整和教师反馈四个方面的分配特征,为高中英语教学提出建议。研究结果表明:(1)教师话语量:六位优秀教师的课堂话语量较少,课堂气氛活跃,学生能主动地参与到课堂活动中。学生对课堂学习充满兴趣,师生之间交流较多。(2)课堂提问:六位优秀教师提问的展示性问题平均次数明显少于参考性问题的平均次数,这给予学生更多表达自己观点和思想的机会。(3)交互调整:六位优秀教师在交互困难时更多地使用确认核实,其次是澄清要求,使用理解核实方式最少。(4)教师反馈:六位教师表扬加点评和重复加表扬的反馈方式使用频率较高,简单笼统表扬(如good,excellent等)使用频率低,教师注重学生自我思考来促进二语的习得。基于以上的研究,笔者对高中英语课堂教学提出了以下建议:(1)控制课堂中教师话语量,提倡“以学生为中心”。教师应给学生提供足够的学习资源,营造良好的学习氛围和学习环境,让学生自主地进行学习。(2)多提参考性问题,鼓励学生积极思考,重视锻炼学生的思维能力和语言综合运用能力。(3)采取多样的交互调整策略,促进师生之间的交流。(4)采取适当的反馈策略,提高学生学习积极性。
[Abstract]:Teacher talk refers to the language used by teachers in classroom teaching situations.Teacher talk is not only an important medium to connect teachers and students, but also an important way for students to learn language.For high school students in China, classroom is an important place for English learning.Therefore, it is very important to study teacher talk in class.There are more and more researches on teacher talk at home and abroad, and teacher talk in classroom teaching has become one of the focuses of second language acquisition.In recent years, Chinese scholars have carried out a series of researches on teacher talk in the classroom. These researches are mainly focused on the college English classroom. The research on teacher talk in primary and secondary schools is relatively few, and more research is done on classroom teaching under the natural state.Identify problems and make suggestions.High-quality courses play a leading and exemplary role, teaching teachers have a higher level of teaching, teaching ideas are relatively new.The study of teacher talk in high school English quality classes can provide inspiration and guidance for English classroom teaching.This study is based on the theory of comprehensible input hypothesis proposed by Krashenn (1987) and the theory of comprehensible output hypothesis (Swainn 1985) and the interactive hypothesis of Longjiang1983 (1989). It adopts qualitative analysis as the main method and quantitative analysis as the auxiliary research method.This paper analyzes the video videos of the first prize teachers in the evaluation of the 11th Senior High School English course Exhibition in Shandong Province, and probes into the distribution characteristics of the teacher's discourse in the four aspects of discourse quantity, classroom questioning, interactive adjustment and teacher feedback.Some suggestions for English teaching in senior high school are put forward.The results show that: 1) the quantity of teacher talk: six excellent teachers have less classroom discourse, more active classroom atmosphere, and students can actively participate in classroom activities.Students are interested in classroom learning and have more communication between teachers and students. The average number of display questions asked by six excellent teachers is obviously less than the average number of referential questions.This gives students more opportunity to express their views and ideas.) Interactive adjustment: six excellent teachers use verification more when interaction is difficult, followed by clarification requirements.Teachers' feedback: six teachers' feedback with praise plus comment and repeated praise was more frequent, while simple general praise (such as good excellent etc.) was used less frequently.Teachers pay attention to students' self-thinking to promote second language acquisition.Based on the above research, the author puts forward the following suggestions for senior English classroom teaching: 1) to control the amount of teacher talk in the classroom and to advocate "student-centered".Teachers should provide students with adequate learning resources, create a good learning atmosphere and learning environment, allow students to study independently.Pay attention to the training of students' thinking ability and comprehensive use of language. 3) adopt various interactive adjustment strategies to promote the communication between teachers and students. 4) adopt appropriate feedback strategies to improve students' enthusiasm in learning.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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