本文選題：教師重復(fù)　切入點(diǎn)：英語(yǔ)外語(yǔ)課堂　出處：《杭州師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在英語(yǔ)外語(yǔ)課堂中,教師話語(yǔ)不僅是教師向?qū)W生傳遞信息的主要方式,也是教師為學(xué)生搭建“支架”的重要形式之一。其中,重復(fù)更是教師話語(yǔ)使用過(guò)程中的一個(gè)常見(jiàn)現(xiàn)象。教師話語(yǔ)行為中的重復(fù),尤其是有意重復(fù),往往是為了實(shí)現(xiàn)某個(gè)教學(xué)目的。顯然,只有有意重復(fù)才是英語(yǔ)外語(yǔ)教學(xué)中保證語(yǔ)言輸入的一個(gè)重要手段。本文旨在調(diào)查初中英語(yǔ)課堂中教師重復(fù)現(xiàn)象的使用現(xiàn)狀,其目的是為了找出英語(yǔ)外語(yǔ)教師在課堂上使用教師重復(fù)時(shí)存在的一些問(wèn)題,并根據(jù)發(fā)現(xiàn)的問(wèn)題提出相應(yīng)的建議。本文主要采用了兩種研究方法:課堂觀察和訪談。觀察對(duì)象是7位來(lái)自杭州某所普通初級(jí)公立中學(xué)的英語(yǔ)教師。觀察者主要通過(guò)錄音的方式,觀察記錄了16節(jié)初中英語(yǔ)課。筆者將錄音材料轉(zhuǎn)錄整理后,經(jīng)分析發(fā)現(xiàn):教師重復(fù)可以被看作是一種相對(duì)穩(wěn)定的教學(xué)風(fēng)格。也就是說(shuō),每個(gè)教師對(duì)不同類型的教師重復(fù)的使用偏好是各不相同的。通常,每個(gè)教師使用的教師重復(fù)語(yǔ)內(nèi)部組成受到學(xué)生英語(yǔ)水平的影響。此外,分析對(duì)比發(fā)現(xiàn)課前充足的準(zhǔn)備和教學(xué)經(jīng)驗(yàn)的累積對(duì)提高教師重復(fù)的質(zhì)量有一定幫助。令人欣慰的是,所有被觀察的教師都注意到了用積極反饋保證學(xué)生的學(xué)習(xí)體驗(yàn),比如通過(guò)重復(fù)學(xué)生的回答以示贊同。然而,在外語(yǔ)英語(yǔ)課堂中,教師在教師重復(fù)的實(shí)際應(yīng)用方面仍然存在很多問(wèn)題。在訪談中,筆者發(fā)現(xiàn)教師和他們的學(xué)生就教師重復(fù)的使用上出現(xiàn)了一些意見(jiàn)分歧。幸而被觀察的教師都表示可以根據(jù)學(xué)生的英語(yǔ)水平和需求對(duì)各自的教師重復(fù)進(jìn)行調(diào)整�；谝陨系难芯堪l(fā)現(xiàn),本文最終在結(jié)論部分提出了一些教師重復(fù)的改善建議:(1)英語(yǔ)外語(yǔ)教師應(yīng)該通過(guò)行動(dòng)研究施行自我檢測(cè),以找出他們自身在教師重復(fù)語(yǔ)使用方面的問(wèn)題;(2)英語(yǔ)外語(yǔ)教師應(yīng)該堅(jiān)持自我教育,不斷提高自己的英語(yǔ)口語(yǔ)水平;(3)英語(yǔ)外語(yǔ)教師應(yīng)該走入學(xué)生,了解學(xué)生對(duì)教師重復(fù)語(yǔ)的喜好;(4)使用手勢(shì)可以幫助英語(yǔ)外語(yǔ)教師提高課堂效率。
[Abstract]:In the English foreign language classroom, teacher talk is not only the main way for teachers to convey information to students, but also one of the important forms for teachers to build "scaffolding" for students. Repetition is a common phenomenon in the use of teacher discourse. Repetition in teacher discourse behavior, especially intentional repetition, is often intended to achieve a teaching purpose. Only intentional repetition is an important means to ensure language input in English teaching. This paper aims to investigate the current situation of teachers' repetition in junior middle school English classes. The aim is to find out some of the problems that exist when English language teachers use teacher repetition in class. This thesis mainly adopts two methods: classroom observation and interview. The subjects of this study are 7 English teachers from an ordinary junior public middle school in Hangzhou. By recording, The author transcribes the recording materials and finds that teacher repetition can be regarded as a relatively stable teaching style. Each teacher's preference for different types of teacher repetition is different. In general, the internal composition of the teacher repetition used by each teacher is influenced by the students' English proficiency. The analysis and comparison found that adequate preparation before class and accumulation of teaching experience can help improve the quality of teacher repetition. It is gratifying that all observed teachers have noticed that positive feedback is used to ensure students' learning experience. For example, by repeating the student's answer to show approval. However, in the foreign language English classroom, there are still many problems in the practical application of teacher repetition. The author finds that there are some differences of opinion between teachers and their students on the repeated use of teachers. Fortunately, the observed teachers have indicated that they can adjust their teachers' repetition according to the students' English proficiency and needs. Based on the findings of the above study, Finally, in the conclusion part, the author puts forward some repeated suggestions for improving English teachers: 1) English foreign language teachers should carry out self-examination through action research. In order to find out their own problems in the use of teachers' repetition English teachers should persist in self-education and constantly improve their oral English. English teachers should enter the students. Understanding students' preferences for teacher repetition.) using gestures can help EFL teachers improve their classroom efficiency.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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