課堂話語不但是教師實(shí)施課堂教學(xué)的工具,而且也是學(xué)生目標(biāo)語輸入的重要來源。關(guān)于課堂話語的研究,Walsh指出:語言教師可以通過增強(qiáng)對(duì)課堂話語的更深入理解,特別是通過關(guān)注語言、交互和學(xué)習(xí)之間的復(fù)雜關(guān)系來改進(jìn)其教學(xué)實(shí)踐。這一觀點(diǎn)指明了課堂話語在教師的日常教育教學(xué)與未來職業(yè)發(fā)展中的重要性。近年來,國(guó)內(nèi)外聚焦教師話語的研究已取得豐碩成果,但相關(guān)研究多數(shù)集中在大學(xué)英語常態(tài)課或賽課方面,有關(guān)中小學(xué)教師課堂話語的文獻(xiàn)相對(duì)較少,研究仍存在一定的局限性和不完整性。鑒于此,對(duì)高中英語課堂教師話語的研究是非常迫切和必要的。本文以克拉申的輸入假說、斯溫的輸出假說以及龍的交互假說為理論基礎(chǔ),運(yùn)用課堂觀察、問卷調(diào)查和訪談三種研究方法,旨在對(duì)巴中中學(xué)高一年級(jí)兩位英語教師(專家型教師和新手型教師各一名)的課堂教師話語展開質(zhì)性和量化綜合對(duì)比研究,對(duì)比主要涉及三個(gè)維度:教師話語量,提問類型,交互調(diào)整策略。研究結(jié)果顯示:(1)新手型教師平均話語量多于專家型教師,且新手型教師平均話語量高于學(xué)生話語量,而專家型教師平均話語量低于學(xué)生話語量;在不同板塊的教學(xué)內(nèi)容中,兩位教師的話語時(shí)間占教學(xué)時(shí)間的比例有所不同。其中,在講授背景知識(shí)和聽...

【文章頁數(shù)】：77 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Teacher Talk
        2.1.1 Definitions of Teacher Talk
        2.1.2 Functions of Teacher Talk
    2.2 Previous Studies on Teacher Talk Abroad and at Home
        2.2.1 Previous Studies Abroad
        2.2.2 Previous Studies at Home
    2.3 Relevant Studies on Expert Teacher and Novice Teacher
        2.3.1 Definition of Expert Teacher and Novice Teacher
        2.3.2 Previous Comparative Studies on Teacher Talk Between Expert and Novice Teachers
    2.4 Theoretical Basis
        2.4.1 Krashen’s Input Hypothesis
        2.4.2 Long’s Interaction Hypothesis
        2.4.3 Swain’s Output Hypothesis
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Methods
        3.3.1 Classroom Observation
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter Four Research Results and Discussion
    4.1 The Amount of Teacher Talk of Novice and Expert Teacher
        4.1.1 Vocabulary Teaching Part
        4.1.2 Background Knowledge Introducing Part
        4.1.3 Listening and Speaking Part
        4.1.4 Intensive and Extensive Reading Part
        4.1.5 Grammar and Writing Part
        4.1.6 Summary and Test Part
    4.2 Types of Questions of Novice and Expert Teacher
    4.3 Interactional Modification of Novice and Expert Teacher
Chapter Five Conclusion
    5.1 Major Findings of the study
    5.2 Limitations of the study
    5.3 Suggestions for future research
Bibliography
Appendices
Acknowledgements



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