教師反饋是課堂互動(dòng)的重要環(huán)節(jié)之一,是影響學(xué)生情感的重要因素。不恰當(dāng)?shù)慕處熝哉Z反饋不利于學(xué)生的語言學(xué)習(xí),因此,提高教師反饋語的質(zhì)量備受研究者的關(guān)注。而恰當(dāng)?shù)氖褂枚Y貌策略是提高教師言語反饋質(zhì)量的一種有效途徑。因此,本研究試圖探究如何在高中英語閱讀教學(xué)中恰當(dāng)且有效的使用禮貌策略以提高教師反饋語的質(zhì)量。為了實(shí)現(xiàn)這個(gè)目標(biāo),本文提出了三個(gè)研究問題:（1）高中英語教師在閱讀教學(xué)中使用了哪些類型的言語反饋?（2）高中英語教師在閱讀教學(xué)中給予言語反饋時(shí)使用了哪些禮貌策略?（3）針對(duì)學(xué)生在回答問題時(shí)的不同表現(xiàn),其禮貌策略的使用是否存在差異?本文選取兩所高中的四名教師作為研究對(duì)象并采用課堂觀察法和錄音進(jìn)行調(diào)查研究。研究發(fā)現(xiàn):（1）在高中英語閱讀教學(xué)中,教師傾向于使用多種類型的言語反饋;（2）教師對(duì)言語反饋的使用有偏好;（3）教師言語反饋中禮貌策略的使用類型多樣;（4）教師言語反饋時(shí)使用的禮貌策略有偏好;（5）針對(duì)學(xué)生在回答問題時(shí)的不同表現(xiàn),教師言語反饋中使用的禮貌策略的類型和頻率有所不同。此研究最后提出下列幾點(diǎn)建議:（1）教師應(yīng)使用多樣的積極言語反饋來肯定學(xué)生的正確答案;（2）在糾正學(xué)生的答案時(shí),教師最好使... 

【文章來源】：四川師范大學(xué)四川省

【文章頁數(shù)】：99 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
List of Abbrevations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Study
Chapter Two Literature Review
    2.1 Studies on Teachers' Verbal Feedback
        2.1.1 The Definition of Teachers' Verbal Feedback
        2.1.2 The Classification of Teacher' Verbal Feedback
        2.1.3 Teacher' Verbal Feedback in Language Learning
    2.2 Theoretical Basis:Brown and Linvinson' s Face Theory
        2.2.1 The Concept of "Face"
        2.2.2 Face-threatening Acts
        2.2.3 Politeness Strategies
    2.3 The Modified Politeness Strategies Applicable to English Classroom in China
    2.4 Previous Studies on Politeness in Classroon Setting
        2.4.1 Previous Studies Abroad
        2.4.2 Previous Studies at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
    3.4 Research Procedure
    3.5 Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 Types of Teachers' Verbal Feedback in Senior High School Reading Teaching
        4.1.1 Types of Positive Verbal Feedback
        4.1.2 Types of Negative Verbal Feedback
    4.2 Politeness Strategies Used in Teachers' Verbal Feedback
        4.2.1 Strategies Used in Verbal Feedback on Students' Right Answers
        4.2.2 Strategies Used in Verbal Feedback on Students' Wrong Answers
        4.2.3 Strategies Used in Verbal Feedback While Failing to Answer Questions
Chapter Five Conclusion
    5.1 Findings of the Research
    5.2 Pedagogical Suggestions
    5.3 Limitations of this Research
Bibliography
Appendix
Acknowledgements



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