隨著時(shí)代的發(fā)展,對(duì)外交流、合作共贏成為發(fā)展的主題。作為一門(mén)國(guó)際語(yǔ)言,英語(yǔ)的作用無(wú)可替代.而對(duì)英語(yǔ)教學(xué)的各種研究也一直層出不窮。課堂話語(yǔ)作為一種重要的語(yǔ)言輸入和輸出方式,在初中生的英語(yǔ)學(xué)習(xí)中起著重要的作用。而大量的實(shí)踐和研究發(fā)現(xiàn),不同類型的教師在教學(xué)中話語(yǔ)及行為模式均存在差異。本研究通過(guò)比較新手教師和專家教師在初中英語(yǔ)課堂言語(yǔ)互動(dòng)模式上的不同,得出他們之間的差異,以為教師將來(lái)的教學(xué)研究和專業(yè)發(fā)展提出參考。本研究是一項(xiàng)案例研究,主要以Krashen的輸入輸出理論和國(guó)內(nèi)外互動(dòng)理論為基礎(chǔ),結(jié)合FIAS量表對(duì)6名初中二年級(jí)英語(yǔ)教師的課堂教學(xué)進(jìn)行了記錄、編碼,并從收集的數(shù)據(jù)中分析了新手教師和專家教師在師生互動(dòng)模式上的差異。筆者主要借助弗蘭德斯互動(dòng)分析系統(tǒng)為研究工具來(lái)回答以下四個(gè)問(wèn)題:（1）兩類教師在課堂話語(yǔ)結(jié)構(gòu)方面有何差異?（2）兩類教師在情感互動(dòng)模式方面有何差異?（3）兩類教師在教師傾向方面有何差異?（4）兩類教師在問(wèn)答模式方面有何差異?從數(shù)據(jù)分析的結(jié)果來(lái)看,新手型教師與專家型教師在四個(gè)方面均有異同,主要體現(xiàn)在四個(gè)方面:（1）無(wú)論是新手教師還是專家教師,課堂話語(yǔ)在課堂中的比例都高于常模,但新手教... 

【文章來(lái)源】：安慶師范大學(xué)安徽省

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter1 Introduction
    1.1 Research background
    1.2 Research aims
    1.3 Significance of the research
    1.4 Structure of the thesis
Chapter2 Literature Review
    2.1 Relevant concepts
        2.1.1 Verbal classroom interaction
        2.1.2 Novice and expert teachers
        2.1.3 FIAS
    2.2 Related researches at home and aboard
        2.2.1 Researches on classroom verbal interaction at home and abroad
        2.2.2 Studies on verbal interaction of expert and novice teachers at home and abroad
    2.3 Theoretical framework
        2.3.1 Input hypothesis
        2.3.2 Interaction hypothesis
        2.3.3 Output hypothesis
Chapter3 Research Design
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Case study
        3.3.2 Classroom observation
        3.3.3 FIAS scale
    3.4 Research procedure
    3.5 Data collection and analysis
Chapter4 Results and Discussion
    4.1 The differences of novice and expert teachers in classroom discourse structure
        4.1.1 Teacher talk
        4.1.2 Pupil talk
        4.1.3 Silence and confusion
    4.2 The differences of novice and expert teachers in affective interaction
        4.2.1 Steady state cells
        4.2.2 Positive integrates lattice and defect lattice
    4.3 The differences of novice and expert teachers in teacher inclination
        4.3.1 I/D ratio
        4.3.2 Teacher response ratio
        4.3.3 Content cross ratio
    4.4 The differences of novice and expert teachers in question-answer mode
        4.4.1 Teacher question ratio
        4.4.2 Teacher question ratio 89
        4.4.3 Pupil initiation ratio
Chapter5 Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations of the research
    5.4 Suggestions for future research
Bibliography
Appendix



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