發(fā)布時間：2019-05-22 20:10

【摘要】：課堂話語是英語課堂教學的基礎。課堂話語研究一直是教育研究中最重要的領域之一。國內外的相關研究涉及多個方面,如課堂話語的定義、模式、分析方法及教師話語等。學生話語是課堂話語的重要組成部分。學生的話語輸出不僅能反映課堂教學的真實情況及學生交際能力的水平,同時更能反映出學生在交際過程中存在的問題。因此,學生話語的研究具有十分重要的意義。本研究旨在了解高中英語課堂上學生話語的現狀并解決以下問題:(1)從話語量及話論轉換的數量分析,學生的課堂參與度如何?(2)從詞匯及句子結構的特征分析,學生話語的質量如何?(3)學生話語中存在哪些問題?原因是什么?從以上問題出發(fā),研究者選取高中英語課堂中的學生為對象,以學生在閱讀課上的話語輸出為語料,通過課堂觀察及訪談兩種研究方法,基于輸出假說及互動假說的理論框架對數據進行分析,得到的研究結果如下:(1)在課堂交流過程中,學生話語的平均時長為16.9分鐘,占課堂話語總量的平均百分比為37.5%。學生話論轉換數量的均值為19次。大部分學生積極參與但仍有少部分學生未真正參與且保持沉默;(2)學生話語的單句含詞量為4.07。學生的詞匯單一且極少有話語標記語的使用。學生話語中存在三種常見句子結構,即簡單句、并列句、復合句,其結構以簡單句為主;(3)學生話語中存在兩類問題:語言方面,句式單調、時態(tài)誤用;內容方面,缺乏個人見解及質疑精神。語言方面的問題與教師的示范及反饋有關;內容方面的問題受教師引導及學生自身能力水平的影響。結合研究結果的分析,本研究得到如下啟示:(1)學生應主動改善話語輸出的質量,擴充詞匯量、積極參與課堂互動、盡量用英語交流且注意變換句型。此外,學生應勇于用英語表達個人見解或質疑;(2)教師應設計趣味多樣的課堂活動,如小組辯論、角色扮演等;給學生充分的思考時間,并具有針對性地糾錯;此外,教師應善于發(fā)現學生話語內容的積極意義并加以引導,而不是僅僅關注學生話語輸出中的語法錯誤。
[Abstract]:Classroom discourse is the basis of English classroom teaching. Classroom discourse research has always been one of the most important fields in educational research. The related research at home and abroad involves many aspects, such as the definition, mode, analysis method and teacher discourse of classroom discourse. Student discourse is an important part of classroom discourse. Students' discourse output can not only reflect the real situation of classroom teaching and the level of students' communicative competence, but also reflect the problems existing in the process of communication. Therefore, the study of student discourse is of great significance. The purpose of this study is to understand the present situation of students' discourse in senior high school English classroom and to solve the following problems: (1) the quantitative analysis of the volume of speech and the transformation of discourse theory, and the degree of students' classroom participation? (2) from the analysis of the characteristics of vocabulary and sentence structure, What is the quality of student discourse? (3) what are the problems in student discourse? Why? From the above problems, the researcher selects the students in senior high school English class as the object, takes the students' discourse output in reading class as the corpus, through classroom observation and interview two research methods. Based on the theoretical framework of output hypothesis and interaction hypothesis, the results are as follows: (1) in the process of classroom communication, the average length of students' discourse is 16.9 minutes. The average percentage of classroom discourse was 37.5%. The average number of student speech theory conversions is 19 times. Most of the students are actively involved, but a small number of students do not really participate and remain silent. (2) the single sentence of the student discourse contains 4.07 words. Students' vocabulary is single and rarely used as discourse markers. There are three common sentence structures in student discourse, namely, simple sentence, parallel sentence and compound sentence, whose structure is mainly simple sentence. (3) there are two kinds of problems in student discourse: language, monotonous sentence pattern and misuse of tense. In terms of content, there is a lack of personal opinion and questioning spirit. The problems of language are related to teachers' demonstration and feedback, and the problems of content are influenced by teachers' guidance and students' own ability level. Combined with the analysis of the results of the study, the following implications are obtained: (1) students should actively improve the quality of discourse output, expand vocabulary, actively participate in classroom interaction, try their best to communicate in English and pay attention to changing sentence patterns. In addition, students should have the courage to express their personal opinions or questions in English. (2) Teachers should design interesting classroom activities, such as group debate, role-playing, etc., give students sufficient time to think and correct errors. In addition, teachers should be good at discovering the positive meaning of students' discourse content and guiding it, rather than just paying attention to grammatical errors in students' discourse output.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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