【摘要】：英語(yǔ)教師的課堂話語(yǔ)不僅是教師用來(lái)傳遞信息和組織英語(yǔ)課堂教學(xué)活動(dòng)的重要媒介,而且是學(xué)生接受的可理解的語(yǔ)言輸入的最主要來(lái)源,尤其對(duì)于不發(fā)達(dá)地區(qū)的學(xué)生來(lái)說(shuō)更是如此。本研究旨在調(diào)查初中英語(yǔ)教師在課堂話語(yǔ)量、提問(wèn)、交互調(diào)整、反饋和會(huì)話結(jié)構(gòu)這五個(gè)方面的特征,以此了解不發(fā)達(dá)地區(qū)教師課堂話語(yǔ)特征的現(xiàn)狀。本研究選取了作者為期三個(gè)月的實(shí)習(xí)所在的學(xué)校--河南省內(nèi)鄉(xiāng)縣內(nèi)鄉(xiāng)實(shí)驗(yàn)初中初二年級(jí)的5個(gè)英語(yǔ)教師作為研究對(duì)象,錄制了5節(jié)課,并結(jié)合課堂觀察法和訪談學(xué)生的方法收集數(shù)據(jù),最后對(duì)數(shù)據(jù)進(jìn)行定性分析。研究結(jié)果顯示初中英語(yǔ)教師在話語(yǔ)量方面沒有占用課堂太多時(shí)間,能夠給學(xué)生提供小組討論,練習(xí)的機(jī)會(huì);教師提問(wèn)以展示性問(wèn)題為主,主要關(guān)注學(xué)生的語(yǔ)言形式,提問(wèn)模式主要為指定學(xué)生回答和全班學(xué)生集體回答;交互調(diào)整方面以語(yǔ)言知識(shí)講解和發(fā)出指令后的理解核實(shí)為主,沒有出現(xiàn)確認(rèn)核實(shí)和澄清請(qǐng)求的使用;教師反饋得類型主要為評(píng)價(jià)性反饋,和教師提問(wèn)的問(wèn)題大部分是展示性問(wèn)題有關(guān),簡(jiǎn)單表?yè)P(yáng)和簡(jiǎn)單確認(rèn)是教師使用的最多的積極評(píng)價(jià)方式;會(huì)話結(jié)構(gòu)以傳統(tǒng)的IRF模式為主,教師在課堂中占主宰地位,學(xué)生只是被動(dòng)的知識(shí)接收者�；谝陨涎芯拷Y(jié)果,作者建議初中英語(yǔ)教師根據(jù)不同的學(xué)習(xí)者、學(xué)習(xí)任務(wù)、課型、話題等平衡教師講話時(shí)間和學(xué)生在活動(dòng)中練習(xí)語(yǔ)言的時(shí)間;提問(wèn)的問(wèn)題中既有關(guān)注語(yǔ)言知識(shí)和形式的,又有發(fā)展學(xué)生語(yǔ)言表達(dá)能力的問(wèn)題;給予學(xué)生評(píng)價(jià)時(shí)盡量具體,靈活使用評(píng)價(jià)語(yǔ)言,以增加學(xué)生學(xué)習(xí)的信心;使用多樣化的師生互動(dòng)形式促進(jìn)學(xué)生的語(yǔ)言輸出。
[Abstract]:The classroom discourse of English teachers is not only an important medium for teachers to convey information and organize English classroom teaching activities, but also the most important source of comprehensible language input accepted by students. This is especially true for students in underdeveloped areas. The purpose of this study is to investigate the characteristics of middle school English teachers in terms of classroom discourse quantity, questioning, interactive adjustment, feedback and conversational structure in order to understand the present situation of teachers' classroom discourse in underdeveloped areas. In this study, five English teachers in junior middle school of Neixiang County, Henan Province, were selected as the subjects of the study, and five classes were recorded. Combined with classroom observation and interviews with students, the data are collected and analyzed qualitatively. The results show that junior middle school English teachers do not take up much time in class in terms of discourse quantity and can provide students with opportunities for group discussion and practice. Teachers' questions are mainly expressive questions, focusing on the students' language forms, and the mode of questioning is mainly for the designated students to answer and the whole class to answer collectively. In the aspect of interactive adjustment, the language knowledge is explained and the understanding verification after the instruction is issued, and there is no use of confirmation verification and clarification request. The type of teacher feedback is mainly evaluative feedback, which is related to most of the questions asked by teachers, and simple praise and simple confirmation are the most positive evaluation methods used by teachers. The conversational structure is based on the traditional IRF mode. The teacher dominates the classroom, and the students are only passive knowledge receivers. Based on the above findings, the author suggests that junior middle school English teachers should balance the speaking time of teachers with the time students practice language in activities according to different learners, learning tasks, class patterns, topics, etc. Among the questions asked, there are not only paying attention to language knowledge and form, but also developing students' language expression ability, giving students as concrete as possible and using evaluation language flexibly, so as to increase students' confidence in learning. The use of diverse forms of teacher-student interaction to promote students' language output.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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