基于对话教学的高中英语教师课堂反馈语研究

发布时间：2021-07-01 09:48

　　教师话语是课堂教学的重要组成部分,是开展语言教学的重要“桥梁”,不仅为学生提供了大量语言输入与输出的机会,更是促进学生获取知识、有效学习的有力工具,还是决定课堂文化、学习氛围的重要因素。而教师课堂反馈语,作为一种重要的教师话语,在很大程度上影响甚至决定了英语教学的有效性。学生的积极性、参与度,以及课堂氛围等多方面都与教师反馈语密切相关。因此,作为英语教师,应当使用恰当的课堂反馈语,以保证课堂教学的有效性,实现学生的有效学习。目前,国内外已有大量关于教师反馈语的研究。但是,很少有研究从对话教学这一角度来探讨分析教师课堂反馈语,且以高中英语教师为研究对象的研究也相对较少。故本文将基于前人的研究,在研究视角上加以创新,从对话教学的视角出发,探究高中英语教师课堂反馈语的使用情况,即探讨教师课堂反馈语的使用是否能促进师生间的课堂对话。进而提出解决现阶段我国英语课堂反馈所面临问题的方法,提升教师反馈语质量。本文以武汉某高中高二年级的三名英语老师作为研究对象,拟解决以下两个问题:（1）当前高中英语课堂中,教师使用的反馈语主要有哪几种形式?使用频率分别如何?（2）在这几种教师反馈语中,有哪些促进了课堂... 

【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校

【文章页数】：71 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Research significance
    1.3 Research purposes and research questions
    1.4 Structure of the thesis
2. Literature Review
    2.1 Research on teacher feedback
        2.1.1 Definition of teacher feedback
        2.1.2 Classification of teacher feedback
        2.1.3 Functions of teacher feedback
    2.2 Research on dialogic teaching
        2.2.1 Definition of dialogic teaching
        2.2.2 Related studies on dialogic teaching
            2.2.2.1 Classification of dialogic teaching
            2.2.2.2 The features and evaluation standards of dialogic teaching
            2.2.2.3 The teacher-student relationship in dialogic teaching
            2.2.2.4 The application of dialogic teaching in specific subjects
    2.3 Teacher feedback and dialogic teaching
    2.4 Summary of previous research
3. Theoretic Basis: Dialogic Teaching Theory
    3.1 The concept of "dialogue" in teaching
    3.2 Comparison between traditional teaching and dialogic teaching
    3.3 The requirements for teacher feedback in dialogic teaching
4. Research Design
    4.1 Research questions
    4.2 Research participants
    4.3 Research instruments
        4.3.1 Classroom observation and recording
        4.3.2 Interview
    4.4 Data collection and analysis
        4.4.1 Conducting the classroom observation
        4.4.2 Conducting the interview
5. Results and Discussions
    5.1 Types and frequency of teacher feedback
        5.1.1 Types of teacher feedback
            5.1.1.1 The positive teacher feedback
            5.1.1.2 The negative teacher feedback
            5.1.1.3 The discoursal teacher feedback
        5.1.2 Frequency of different types of teacher feedback
    5.2 The impact of teacher feedback on the classroom dialogue
        5.2.1 The classroom dialogue is impeded by the teacher feedback
            5.2.1.1 The classroom dialogue is impeded by the positive teacher feedback
            5.2.1.2 The classroom dialogue is impeded by the explicit negative teacherfeedback
            5.2.1.3 The classroom dialogue is impeded by the discoursal teacher feedback
        5.2.2 The "Pseudo" classroom dialogue is facilitated by the teacher feedback
            5.2.2.1 The "pseudo" classroom dialogue is facilitated by the positive teacherfeedback
            5.2.2.2 The "pseudo" classroom dialogue is facilitated by the implicit negativeteacher feedback
        5.2.3 The "true" classroom dialogue is facilitated by the discoursal teacherfeedback
6. Conclusion
    6.1 Summary of findings
    6.2 Implications of the study
    6.3 Limitations of the study
    6.4 Suggestions for further study
Bibliography
Appendix 1: Classroom Observation Form
Appendix 2: Interview Questions


【参考文献】：
期刊论文
[1]初中英语课堂教师反馈语与学生话语输出关系研究[J]. 梅奇,龙友元.  英语广场. 2017(10)
[2]高校英语教师课堂话语互动的人际功能的实现[J]. 季红琴,蒋凌姿.  南京工业职业技术学院学报. 2016(04)
[3]英语教师课堂反馈语的优化策略[J]. 杨少娟,傅瑞屏.  广东第二师范学院学报. 2016(04)
[4]高中英语课堂师生对话教学的实证研究——基于课堂观察的视角[J]. 张莉,刘金梅.  教育导刊. 2016(03)
[5]“对话式”教学模式在综合英语课程中的应用——以《婚礼来信》为例[J]. 周玲,窦玉玉.  宁波教育学院学报. 2016(01)
[6]对话教学视域下的教师课堂反馈[J]. 程浩,张光陆.  宁波大学学报(教育科学版). 2014(05)
[7]对话与课堂——回顾、反思与重构[J]. 谭芳.  外语学刊. 2014(04)
[8]面向对话式教学:西方教师反馈的策略与作用[J]. 翟俊卿.  外国中小学教育. 2013(12)
[9]运用言语行为理论分析英语教师课堂反馈语[J]. 王巧平.  教学与管理. 2013(18)
[10]论英语对话教学的语言学理论基础[J]. 阮小苹.  海外英语. 2013(09)



本文编号：3258912