教師課堂話語是指教師在實(shí)施課堂教學(xué)時(shí)所使用的語言,也稱為“教學(xué)語言”。教師的課堂話語不僅對課堂教學(xué)的整體組織過程,而且對學(xué)生目標(biāo)語的習(xí)得都起著關(guān)鍵性的作用。本文從庫瑪?shù)摹昂蠓椒ā蓖庹Z教學(xué)理論的視角出發(fā),采用文獻(xiàn)研究、課堂觀察和訪談相結(jié)合的方法,以洛陽東方外國語學(xué)校為例,選取了六名初中英語教師作為研究對象,對他們的英語課堂教學(xué)視頻進(jìn)行觀察并轉(zhuǎn)寫成書面材料,結(jié)合課堂教學(xué)目標(biāo)、學(xué)生課堂互動情況和教師訪談內(nèi)容,對初中英語教師課堂話語進(jìn)行分析。本文主要從教師話語和學(xué)生話語的數(shù)量、英語教師課堂話語的質(zhì)量、英語教師課堂話語的分類、英語教師的導(dǎo)入語、英語教師提問語、英語教師的反饋語,這些方面對初中英語教師的課堂話語進(jìn)行了分析。研究發(fā)現(xiàn)當(dāng)前初中英語教師課堂話語平均占整體課堂話語的一半以上;在課堂教學(xué)中創(chuàng)設(shè)的情境并不夠自然真實(shí),教師話語的真實(shí)性有所欠缺;教師課堂上所提出的問題大多是展示性間題,參考性問題較少;在反饋話語中積極反饋使用頻率遠(yuǎn)遠(yuǎn)高于消極反饋�；谝陨涎芯拷Y(jié)果,本文從“后方法”外語教學(xué)理論的視角出發(fā)提出了以下的建議:建立以學(xué)生為主導(dǎo)的課堂,給學(xué)生提供更多的語言輸出和操練的機(jī)會;創(chuàng)設(shè)真實(shí)自然的課堂...

【文章頁數(shù)】：81 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Abbreviations
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Researches on Post-method Teaching Theory
    2.2 Researches on Classroom Discourse Analysis
        2.2.1 Researches on English Teacher’s Classroom Discourse
        2.2.2 Researches on Discourse Analysis#.
Chapter 3 Theoretical Basis#..#.
    3.1 Post-method Teaching Theory
        3.1.1 The Definition of Post-method Teaching Theory
        3.1.2 The Content of Post-method Teaching Theory
    3.2 Discourse Analysis Theory
Chapter 4 Methodology
    4.1 Research Questions
    4.2 Research Subjects#.
    4.3 Research Procedure
    4.4 Research Methods
        4.4.1 Literature Research Method
        4.4.2 Classroom Observation Method
        4.4.3 Interview
    4.5 Date Collection and Analysis
Chapter 5 Results and Discussion
    5.1 Analysis of English Teachers’ Classroom Discourse
        5.1.1 Analysis of the Quantity of English Teachers’ Classroom Discourse
        5.1.2 Analysis of the Quality of English Teachers’ Classroom Discourse
        5.1.3 Analysis of the Type of English Teachers’ Classroom Discourse
        5.1.4 Analysis of the Lead-in Words of English Teachers’ Classroom Discourse
        5.1.5 Analysis of the Questioning Words of English Teachers’ Classroom Discourse
        5.1.6 Analysis of the Feedback Words of English Teachers’ Classroom Discourse
    5.2 The Content and Result of Interview
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations of the Research
    6.4 Suggestions for the Further Research
References
Appendix Ⅰ: Transcripts of Classroom Discourse
Appendix Ⅱ: The Questions of Teachers’ Interview
Appendix Ⅲ: The Answers of Teachers’ Interview
Acknowledgements



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