本文選題：教師話(huà)語(yǔ)　切入點(diǎn)：提問(wèn)　出處：《山西師范大學(xué)》2017年碩士論文

【摘要】：教師話(huà)語(yǔ)是英語(yǔ)學(xué)習(xí)者的重要來(lái)源之一,教師話(huà)語(yǔ)在一定程度上體現(xiàn)了教師教學(xué)水平與教學(xué)效果,教師話(huà)語(yǔ)的數(shù)量和質(zhì)量直接影響著學(xué)生語(yǔ)言學(xué)習(xí)的效果。因此,研究目前教師話(huà)語(yǔ)的使用現(xiàn)狀及存在的問(wèn)題,對(duì)學(xué)生的英語(yǔ)學(xué)習(xí)有著重要意義。國(guó)內(nèi)外學(xué)術(shù)界對(duì)教師話(huà)語(yǔ)的研究越來(lái)越重視,周星、周韻(2002)通過(guò)對(duì)浙江大學(xué)教師話(huà)語(yǔ)進(jìn)行調(diào)查和分析,發(fā)現(xiàn)“以學(xué)生為中心”的教學(xué)模式能能夠給學(xué)生提供更多交流機(jī)會(huì),更有利于學(xué)生的語(yǔ)言習(xí)得和發(fā)展。胡媛(2014)通過(guò)對(duì)高中英語(yǔ)教師話(huà)語(yǔ)的質(zhì)量和數(shù)量,提問(wèn)、意義協(xié)商和反饋進(jìn)行調(diào)查研究,發(fā)現(xiàn)教師不再掌控課堂,而且教師可以通過(guò)合理使用教師話(huà)語(yǔ)來(lái)激發(fā)學(xué)生學(xué)生學(xué)習(xí)興趣,引導(dǎo)學(xué)生更多的語(yǔ)言輸出。但我國(guó)關(guān)于教師話(huà)語(yǔ)的研究主要集中在大學(xué)教師和高中的教師的課堂話(huà)語(yǔ),而對(duì)初中及小學(xué)的課堂話(huà)語(yǔ)的研究極少,尤其是在英語(yǔ)新課程標(biāo)準(zhǔn)頒布之后,幾乎沒(méi)有關(guān)于對(duì)農(nóng)村初中英語(yǔ)課堂教師話(huà)語(yǔ)的研究。英語(yǔ)學(xué)科的教學(xué)一直以來(lái)都是農(nóng)村基礎(chǔ)教育的一個(gè)薄弱環(huán)節(jié),盡管近年來(lái)關(guān)于農(nóng)村教師的學(xué)歷達(dá)標(biāo)教育和在職培訓(xùn)教育取得了很大進(jìn)步,然而農(nóng)村英語(yǔ)教育的現(xiàn)狀仍然不盡如意。本研究以四位農(nóng)初中教師課堂教學(xué)為例,采用課堂觀(guān)察、學(xué)生問(wèn)卷及教師采訪(fǎng)相結(jié)合的方法,以Krashen的可理解性輸入假設(shè)理論(1981)、Swain的可理解性輸出理論假設(shè)(1985)以及Long的交互假設(shè)理論(1985)等二語(yǔ)習(xí)得理論為主要理論依據(jù),對(duì)農(nóng)村中學(xué)英語(yǔ)教師課堂話(huà)語(yǔ)進(jìn)行調(diào)查研究。通過(guò)研究,作者發(fā)現(xiàn)農(nóng)村中學(xué)英語(yǔ)課堂教師話(huà)語(yǔ)具有以下特點(diǎn):1,教師的話(huà)語(yǔ)量通常占20-30分鐘的課堂時(shí)間,學(xué)生沒(méi)有機(jī)會(huì)進(jìn)行目標(biāo)語(yǔ)的練習(xí),另外,教師會(huì)使用母語(yǔ)作為輔助應(yīng)對(duì)交流障礙。2,教師提問(wèn)中使用展示性問(wèn)題多于展示性問(wèn)題,教師的提問(wèn)指向沒(méi)有涉及全體學(xué)生。3,在反饋用語(yǔ)中,教師會(huì)多使用一些積極反饋語(yǔ),并多次出現(xiàn)以下的反饋詞,如“Good”,“Ok”“Wonderful”。4,交互調(diào)整中,教師傾向使用理解核實(shí)與確認(rèn)核實(shí)。作者通過(guò)本研究的調(diào)查結(jié)果,以期引起廣大教師對(duì)課堂話(huà)語(yǔ)的重視,并為改進(jìn)課堂話(huà)語(yǔ)提供建議,如,應(yīng)該根據(jù)學(xué)生認(rèn)知水平循序漸進(jìn)地使用課堂話(huà)語(yǔ),采用多種積極反饋形式,以增強(qiáng)學(xué)生學(xué)習(xí)信心等。希望能夠?qū)Ω纳妻r(nóng)村初中英語(yǔ)課堂教師話(huà)語(yǔ)有所幫助。
[Abstract]:Teacher talk is one of the important sources of English learners. To a certain extent, teacher talk reflects the teaching level and teaching effect. The quantity and quality of teacher talk directly affect the effect of students' language learning.Therefore, it is of great significance to study the current situation and problems of teacher talk.The academic circles at home and abroad pay more and more attention to the study of teacher talk. Zhou Xing and Zhou Yongheng 2002) through the investigation and analysis of teacher discourse in Zhejiang University, it is found that the student-centered teaching model can provide more communication opportunities for students.It is more conducive to students' language acquisition and development.By investigating the quality and quantity of high school English teacher talk, questioning, meaning consultation and feedback, it is found that teachers no longer control the classroom, and teachers can stimulate students' interest in learning by using teacher discourse reasonably.Guide students to more language output.However, the research on teacher talk in China is mainly focused on the classroom discourse of university teachers and teachers in senior high schools, while the research on classroom discourse in junior middle schools and primary schools is rare, especially after the promulgation of the new English curriculum standards.There is almost no research on teacher talk in rural junior middle school English classroom.The teaching of English has always been a weak link in basic education in rural areas, although in recent years great progress has been made in the education of rural teachers in terms of academic qualifications and in-service training.However, the current situation of rural English education is still unsatisfactory.This study takes the classroom teaching of four rural junior middle school teachers as an example, adopts the method of classroom observation, student questionnaire and teacher interview.Based on Krashen's theory of comprehensible input hypothesis and the theory of comprehensible output by Swain (1985) and Long's theory of interaction hypothesis (1985), this paper investigates the classroom discourse of middle school English teachers in rural areas.Through the study, the author finds that the teacher talk in rural middle school English classroom has the following characteristics: 1. The amount of teacher talk usually occupies 20-30 minutes of classroom time, students do not have the opportunity to practice the target language.Teachers will use their mother tongue as an aid in coping with communication barriers. Teachers will use more expressive questions than expressive questions in their questions. The teachers' question points do not involve all the students. In the feedback language, the teachers will use more positive feedback words.The following feedback words appeared many times, such as "Good", "ok" "Wonderful". 4. In the interactive adjustment, teachers tend to use understanding verification and confirmation verification.Based on the findings of this study, the author hopes to attract teachers' attention to classroom discourse and provide suggestions for improving classroom discourse, for example, classroom discourse should be used step by step according to students' cognitive level.Adopt a variety of positive feedback forms, in order to enhance students' confidence in learning, etc.It is hoped that it will be helpful to improve the teacher talk in rural junior middle school English classroom.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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