高中英語課堂師生話輪案例研究
發(fā)布時間：2018-07-17 03:33
【摘要】：師生互動貫穿英語課堂教學的整個過程,其中教師話語對語言知識傳授以及課堂監(jiān)控起著重要功能,就對英語課堂的教學效果而言,也發(fā)揮著極其重要的作用。另外,在教師教授語言內容以及學生學習語言的過程中,它也具有非常重要的作用(Nunan 1991)。然而教師調控課堂及組織課堂的能力就主要體現(xiàn)在話輪的分配中。課堂話語與人們日常生活中的話語有著明顯區(qū)別,因為它的目的是完成某種教學目標,所以教師在課堂上過多使用“教師話語”(Teacher Talk),且經(jīng)常占據(jù)著話輪轉換以及分配過程的最主要地位。基于以上原因的分析,可以總結得出近年來課堂話語師生話輪已成為課堂話語和二語習得研究的主要焦點之一。但是,當今很多中學教師,面對升學和課程任務壓力時,對課堂話輪轉換特別是師生話輪分配缺乏足夠的認識和實踐經(jīng)驗,這對英語教學的效果和課堂師生互動有著重要影響。因此本研究試圖以Krashen輸入假說,Swain的輸出假說以及Seliger關于HIGS和LIGS的分類為基礎,通過對漳州一中高一年級三位教師的六節(jié)閱讀課的分析,探究高中英語課堂話語師生話語話輪分布特征,發(fā)現(xiàn)高中英語課話輪語存在的問題,為高中英語教師在分配話輪,提高教學效果,增加有效的可理解性輸入以及激發(fā)學生話語輸出等方面提供一些參考和建議。通過研究本課題主要發(fā)現(xiàn):1.教師話輪數(shù)量多于學生話輪數(shù)量并占據(jù)課堂的主導地位,且教師教齡越高,教師話輪比例越低。就快班和慢班話輪數(shù)量及分配而言,快班學生話輪多于慢班學生話輪;質量上,快班學生優(yōu)于慢班學生。2.話輪分配中,全班懇請次數(shù)多于個人懇請和小組懇請。教師教齡越高,話輪分布中使用全班懇請方式頻率相對較低,而更多地采用個人懇請和小組懇請的方式。同一位教師在慢班更多地使用全班懇請,而在快班則會更多選用個人懇請方式。3.當在交流中遇到困難時,教師更傾向于使用澄清請求和確認核實。在快班會使用更多確認核實和澄精請求的方式,而在慢班中三種交互調整方式使用頻率基本持平。
[Abstract]:Teacher-student interaction runs through the whole process of English classroom teaching, in which teacher talk plays an important role in language knowledge teaching and classroom monitoring, and also plays an extremely important role in the teaching effect of English classroom. In addition, it also plays a very important role in teaching language content and learning language for students (Nunan 1991). However, the teacher's ability to regulate and organize the classroom is mainly reflected in the allocation of turn. There is a clear difference between classroom discourse and people's daily life, because its purpose is to achieve a certain teaching goal. Therefore, teachers use teacher talk too much in the classroom, and often occupy the most important position in the process of turn-switching and assignment. Based on the above analysis, it can be concluded that in recent years, classroom discourse between teachers and students has become one of the main focuses of classroom discourse and second language acquisition. However, in the face of the pressure of higher education and curriculum tasks, many middle school teachers lack sufficient understanding and practical experience in classroom turn-around transfer, especially in the allocation of teacher-student turn, which has an important impact on the effectiveness of English teaching and classroom teacher-student interaction. Therefore, based on Krashen input hypothesis Swain's output hypothesis and Seliger's classification of HIGS and LIGS, this study attempts to analyze the six reading classes of three teachers in Zhangzhou first grade high school. This paper probes into the distribution characteristics of discourse turn between teachers and students in senior high school English classroom, finds out the problems existing in high school English class discourse turn, and assigns the turn for senior English teachers to improve the teaching effect. It provides some references and suggestions on increasing effective comprehensible input and stimulating students' utterance output. By studying this subject, we find that: 1. The number of teachers' turn is more than the students' turn and occupies the dominant position in the classroom, and the higher the teacher's teaching age, the lower the teacher's turn ratio. In terms of the quantity and distribution of fast class and slow class, the number of fast class students is more than that of slow class students, and the quality of fast class students is better than that of slow class students. 2. In the round assignment, the whole class requests more times than individual requests and group requests. The higher the teacher's teaching age, the lower the frequency of using the whole class pleading mode in the round distribution, and the more the individual and the small group pleading. The same teacher used the class pleading more often in the slow class, while in the fast class, he used the personal pleading mode. 3. When communication is difficult, teachers tend to use clarification requests and confirmations. More validation and clarification requests are used in fast classes, while in slow classes, the three interactive adjustments are used almost equally.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
[Abstract]:Teacher-student interaction runs through the whole process of English classroom teaching, in which teacher talk plays an important role in language knowledge teaching and classroom monitoring, and also plays an extremely important role in the teaching effect of English classroom. In addition, it also plays a very important role in teaching language content and learning language for students (Nunan 1991). However, the teacher's ability to regulate and organize the classroom is mainly reflected in the allocation of turn. There is a clear difference between classroom discourse and people's daily life, because its purpose is to achieve a certain teaching goal. Therefore, teachers use teacher talk too much in the classroom, and often occupy the most important position in the process of turn-switching and assignment. Based on the above analysis, it can be concluded that in recent years, classroom discourse between teachers and students has become one of the main focuses of classroom discourse and second language acquisition. However, in the face of the pressure of higher education and curriculum tasks, many middle school teachers lack sufficient understanding and practical experience in classroom turn-around transfer, especially in the allocation of teacher-student turn, which has an important impact on the effectiveness of English teaching and classroom teacher-student interaction. Therefore, based on Krashen input hypothesis Swain's output hypothesis and Seliger's classification of HIGS and LIGS, this study attempts to analyze the six reading classes of three teachers in Zhangzhou first grade high school. This paper probes into the distribution characteristics of discourse turn between teachers and students in senior high school English classroom, finds out the problems existing in high school English class discourse turn, and assigns the turn for senior English teachers to improve the teaching effect. It provides some references and suggestions on increasing effective comprehensible input and stimulating students' utterance output. By studying this subject, we find that: 1. The number of teachers' turn is more than the students' turn and occupies the dominant position in the classroom, and the higher the teacher's teaching age, the lower the teacher's turn ratio. In terms of the quantity and distribution of fast class and slow class, the number of fast class students is more than that of slow class students, and the quality of fast class students is better than that of slow class students. 2. In the round assignment, the whole class requests more times than individual requests and group requests. The higher the teacher's teaching age, the lower the frequency of using the whole class pleading mode in the round distribution, and the more the individual and the small group pleading. The same teacher used the class pleading more often in the slow class, while in the fast class, he used the personal pleading mode. 3. When communication is difficult, teachers tend to use clarification requests and confirmations. More validation and clarification requests are used in fast classes, while in slow classes, the three interactive adjustments are used almost equally.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
【參考文獻】
相關期刊論文 前6條
1 范曉敏;;小學英語實習教師課堂話輪特征分析[J];江西教育學院學報;2011年03期
2 時常s，
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