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  本文關鍵詞： 教師話語 專家型教師 新手型教師 外語學習　出處：《四川師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：教師話語是課堂教學中非常重要的要素之一,Nunan(1991)認為教師話語不僅影響課堂組織,而且對學生的外語學習也產(chǎn)生重要作用。Hakansson(1986)提出教師在課堂中使用外語時,其話語的數(shù)量和質量會影響課堂教學的成敗。所以,進行有關教師話語方面的研究顯得十分有必要。本文力圖在通過對兩組教師(每組兩名)即專家型教師和新手型教師課堂話語的對比研究,探索他們在教師話語的相同與不同之處,希望能給予廣大一線高中英語新手型和專家型教師一些建議和教育教學啟示。本研究基于Krashen的輸入假說、Long的互動假說和Swain的輸出假說,以教師話語為切入點,從三個方面對高中專家型教師和新手型教師的課堂話語進行比較分析,即教師話語的數(shù)量、教師提問,包括問題種類和回答問題的方式、學生回答完問題之后教師的反饋。通過課堂觀察、錄音和錄音轉寫、學生的問卷調查與教師的采訪,得出如下結論:在T檢驗下,專家型教師和新手型教師在給學生機會說英語的時間和回答問題的方式上存在顯著性差異。與新手型教師相比,專家型教師更注重學生語言輸出的過程。在回答問題方式上,專家型教師傾向于全班一起回答問題而新手型教師傾向于點名回答問題。通過數(shù)據(jù)分析,兩組教師也存在著相似性:他們的課堂話語量都占了整堂課很大的比例;他們都傾向于提展示性問題而非參考性問題;在反饋中他們都傾向于重復學生回答而非做出評論和進行知識拓展。本文對新手教師和專家型教師有以下教育啟示:兩組教師在課堂上皆需要為學習者提供更多的語言表達機會;為調動課堂師生、生生互動和培養(yǎng)學生從多方面角度思考問題的習慣,新手教師應該設計和提問更多參考性問題;新手教師和專家型教師需要更多的鼓勵學生自主發(fā)言以激發(fā)他們的主動性和自主性;最后,新手教師在學生回答完問題后給出的反饋需要增加對有關知識點的補充輸入。
[Abstract]:Teacher talk is one of the most important elements in classroom teaching. Hakansson.1986. it is suggested that when teachers use a foreign language in class, the quantity and quality of their utterances will affect the success or failure of classroom teaching. It is very necessary to study the teacher talk. This paper tries to make a comparative study on the classroom discourse of two groups of teachers (two teachers in each group), that is, expert teachers and novice teachers. In order to explore their similarities and differences in teacher talk, we hope to give some advice and pedagogical enlightenment to English novice and expert teachers in senior high schools. This study is based on Krashen's input hypothesis. The interaction hypothesis of Long and the output hypothesis of Swain, taking teacher discourse as the starting point, makes a comparative analysis of the classroom discourse of expert teachers and novice teachers in senior high school from three aspects. That is, the number of teacher talk, teachers ask questions, including the types of questions and the way they answer questions, the teacher's feedback after the students have answered the questions. The questionnaire survey of students and the interview of teachers, draw the following conclusions: under the T-test. There are significant differences between expert teachers and novice teachers in giving students the opportunity to speak English and the way they answer questions, compared with novice teachers. Expert teachers pay more attention to the process of students' language output. In the way of answering questions, expert teachers tend to answer questions together while novice teachers tend to answer questions by name. There are also similarities between the two groups of teachers: their classroom discourse takes up a large proportion of the whole class; They all tend to put forward the question of presentation rather than the question of reference; In the feedback, they tend to repeat students' answers rather than make comments and expand their knowledge. This paper has the following educational implications for novice and expert teachers:. Both groups of teachers need to provide more opportunities for learners to express their language in the classroom. In order to mobilize teachers and students, student interaction and cultivate students from a variety of perspectives to think about the habit, novice teachers should design and ask more reference questions; Novice teachers and expert teachers need to encourage students to speak on their own in order to stimulate their initiative and autonomy; Finally, the feedback given by the novice teacher after the student has answered the question needs to increase the supplementary input to the relevant knowledge point.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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