初中英语教师课堂反馈的调查研究

发布时间：2018-05-04 10:41

本文选题：初中 + 英语教学　；参考：《山西师范大学》2017年硕士论文

【摘要】：教师话语是学生输入目标语的主要来源。作为教师话语的一部分,教师反馈也是学生语言输入的重要组成部分。教师反馈是教师在课堂互动中对学生的课堂学习行为或表现做出的言语的或者非言语的回应,同时也是师生互动的媒介和载体。有效的教师反馈不仅可以促进学生的语言输入输出,而且能调动课堂气氛,引导学生积极参与课堂学习。教师反馈使用不当,则可能会降低学生的学习热情。我国对教师课堂反馈的相关研究起步相对较晚,同时研究范围主要集中在大学与高中课堂,对初中阶段的教师课堂反馈研究相对较少。因此,非常有必要对初中课堂教学过程中的教师反馈进行研究。本研究以输入假说、互动假说、输出假说等理论为基础,借鉴Nunan(1991),LysterRanta(1997)和赵常友(2008)对教师反馈的分类,对初中英语教师课堂反馈进行研究。本研究从乡宁县8所初中选取18位初二英语教师和617名初二学生作为研究对象,通过课堂观察、问卷调查以及访谈,试图回答以下问题:1)当前初中英语教师课堂反馈的现状如何?教师反馈有哪些种类,各类反馈的分布特征如何?2)学生对教师所使用的反馈的态度如何?3)教师给予反馈的目的与学生对此反馈的接受程度之间是否存在一致性?本研究历时三个月。研究者首先深入课堂观察54节英语课(每位教师3节课)并结合课堂观察记录表,记录教师所用的反馈话语类型和分布情况。之后研究者对617名初二学生进行问卷调查以探究教师课堂反馈的现状和学生对教师课堂反馈的态度,共发放617份问卷,收回617份问卷,有效问卷有593份。最后,研究者从617名学生中抽取18名学生进行一对一半结构式访谈,深入了解学生对教师反馈的认识和态度,并对选取的18位初二英语教师进行访谈以探究教师对课堂反馈的理解和运用程度。本研究有以下发现:1)教师在上课过程中会用到不同类型的反馈,但并不是所有的反馈在一节课中都能被用到。不同的反馈类型有不同的使用频率。2)教师在课堂教学过程中会经常进行积极反馈而不是消极反馈。在所有的反馈类型中,使用频率最多的是简单表扬与认可,但是仅有百分之五十的学生对这一反馈表示喜欢。3)学生对当前英语教师的课堂反馈很满意。大多数学生表示很喜欢老师给予的课堂反馈,尤其是积极反馈。他们较为喜欢的反馈类型有表扬与重复、表扬与点评和表扬与补充。如果他们的答案中出现错误,学生希望教师能够给予重铸或诱出回答,鼓励他们积极思考。4)教师课堂反馈的目的与学生对此的接受程度之间存在一定的一致性。接受采访的教师能意识到教师反馈在课堂教学中的重要性。大多数教师在课堂上能根据学生的具体表现给予学生反馈,希望达到自己的预设目标。不同层次的学生表示教师反馈能满足的心理需求。
[Abstract]:Teacher talk is the main source of students' input target language. As a part of teacher talk, teacher feedback is also an important part of students' language input. Teacher feedback is a verbal or non-verbal response to students' learning behavior or performance in classroom interaction, and it is also the medium and carrier of teacher-student interaction. Effective teacher feedback can not only promote students' language input and output, but also stimulate classroom atmosphere and guide students to actively participate in classroom learning. Improper use of teacher feedback may reduce students' enthusiasm for learning. The research on teacher classroom feedback in our country started relatively late, and the research scope is mainly concentrated in universities and senior middle schools, and the research on teacher classroom feedback in junior middle school is relatively less. Therefore, it is necessary to study the teacher feedback in the course of junior middle school classroom teaching. Based on the theories of input hypothesis, interaction hypothesis and output hypothesis, this study studies the classroom feedback of junior English teachers in junior high school by using the classification of teachers' feedback from Nunanli's 1991 LysterRanta 1997 and Zhao Changyou's 2008). This study selects 18 English teachers and 617 junior high school students from 8 junior middle schools in Xiangning County as the research objects. Try to answer the following question: 1) what is the current situation of classroom feedback for junior middle school English teachers? What are the types of teacher feedback, what are the distribution characteristics of all kinds of feedback, and what is the attitude of students towards the feedback used by teachers? 3) is there a consistency between the purpose of feedback given by teachers and the acceptance of feedback by students? This study lasted for three months. The researchers first observed 54 English classes (3 classes per teacher) and recorded the types and distribution of feedback utterances used by teachers combined with classroom observation records. Then the researcher conducted a questionnaire survey on 617 junior high school students to explore the current situation of teachers' classroom feedback and the students' attitude towards classroom feedback. A total of 617 questionnaires were issued, 617 questionnaires were collected, and 593 valid questionnaires were obtained. Finally, 18 students were selected from 617 students to conduct a one-half structured interview to understand the students' understanding and attitude towards teacher feedback. In order to explore the teachers' understanding and application of classroom feedback, 18 English teachers were interviewed. In this study, we find that teachers use different types of feedback in class, but not all of them can be used in one class. Different types of feedback have different frequency of use. 2) Teachers often use positive rather than negative feedback in the classroom teaching process. Among all the feedback types, simple praise and approval are used most frequently, but only 50% students like this feedback. 3) students are satisfied with the current English teachers' feedback. Most students say they like classroom feedback from teachers, especially positive feedback. Their preferred types of feedback are praise and repetition, praise and comment, and praise and supplement. If there is a mistake in their answer, the students hope that the teacher can give them a new or induced answer to encourage them to think positively. 4) there is a certain consistency between the purpose of the teacher's classroom feedback and the students' acceptance of the answer. Teachers interviewed are aware of the importance of teacher feedback in classroom teaching. Most teachers can give feedback according to the students' performance in class, hoping to reach their preset goals. Students at different levels express the psychological needs that teachers' feedback can meet.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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