本文選題：教師話語　切入點(diǎn)：提問　出處：《山西師范大學(xué)》2017年碩士論文

【摘要】：教師話語是英語學(xué)習(xí)者的重要來源之一,教師話語在一定程度上體現(xiàn)了教師教學(xué)水平與教學(xué)效果,教師話語的數(shù)量和質(zhì)量直接影響著學(xué)生語言學(xué)習(xí)的效果。因此,研究目前教師話語的使用現(xiàn)狀及存在的問題,對學(xué)生的英語學(xué)習(xí)有著重要意義。國內(nèi)外學(xué)術(shù)界對教師話語的研究越來越重視,周星、周韻(2002)通過對浙江大學(xué)教師話語進(jìn)行調(diào)查和分析,發(fā)現(xiàn)“以學(xué)生為中心”的教學(xué)模式能能夠給學(xué)生提供更多交流機(jī)會,更有利于學(xué)生的語言習(xí)得和發(fā)展。胡媛(2014)通過對高中英語教師話語的質(zhì)量和數(shù)量,提問、意義協(xié)商和反饋進(jìn)行調(diào)查研究,發(fā)現(xiàn)教師不再掌控課堂,而且教師可以通過合理使用教師話語來激發(fā)學(xué)生學(xué)生學(xué)習(xí)興趣,引導(dǎo)學(xué)生更多的語言輸出。但我國關(guān)于教師話語的研究主要集中在大學(xué)教師和高中的教師的課堂話語,而對初中及小學(xué)的課堂話語的研究極少,尤其是在英語新課程標(biāo)準(zhǔn)頒布之后,幾乎沒有關(guān)于對農(nóng)村初中英語課堂教師話語的研究。英語學(xué)科的教學(xué)一直以來都是農(nóng)村基礎(chǔ)教育的一個薄弱環(huán)節(jié),盡管近年來關(guān)于農(nóng)村教師的學(xué)歷達(dá)標(biāo)教育和在職培訓(xùn)教育取得了很大進(jìn)步,然而農(nóng)村英語教育的現(xiàn)狀仍然不盡如意。本研究以四位農(nóng)初中教師課堂教學(xué)為例,采用課堂觀察、學(xué)生問卷及教師采訪相結(jié)合的方法,以Krashen的可理解性輸入假設(shè)理論(1981)、Swain的可理解性輸出理論假設(shè)(1985)以及Long的交互假設(shè)理論(1985)等二語習(xí)得理論為主要理論依據(jù),對農(nóng)村中學(xué)英語教師課堂話語進(jìn)行調(diào)查研究。通過研究,作者發(fā)現(xiàn)農(nóng)村中學(xué)英語課堂教師話語具有以下特點(diǎn):1,教師的話語量通常占20-30分鐘的課堂時間,學(xué)生沒有機(jī)會進(jìn)行目標(biāo)語的練習(xí),另外,教師會使用母語作為輔助應(yīng)對交流障礙。2,教師提問中使用展示性問題多于展示性問題,教師的提問指向沒有涉及全體學(xué)生。3,在反饋用語中,教師會多使用一些積極反饋語,并多次出現(xiàn)以下的反饋詞,如“Good”,“Ok”“Wonderful”。4,交互調(diào)整中,教師傾向使用理解核實(shí)與確認(rèn)核實(shí)。作者通過本研究的調(diào)查結(jié)果,以期引起廣大教師對課堂話語的重視,并為改進(jìn)課堂話語提供建議,如,應(yīng)該根據(jù)學(xué)生認(rèn)知水平循序漸進(jìn)地使用課堂話語,采用多種積極反饋形式,以增強(qiáng)學(xué)生學(xué)習(xí)信心等。希望能夠?qū)Ω纳妻r(nóng)村初中英語課堂教師話語有所幫助。
[Abstract]:Teacher talk is one of the important sources of English learners. To a certain extent, teacher talk reflects the teaching level and teaching effect. The quantity and quality of teacher talk directly affect the effect of students' language learning.Therefore, it is of great significance to study the current situation and problems of teacher talk.The academic circles at home and abroad pay more and more attention to the study of teacher talk. Zhou Xing and Zhou Yongheng 2002) through the investigation and analysis of teacher discourse in Zhejiang University, it is found that the student-centered teaching model can provide more communication opportunities for students.It is more conducive to students' language acquisition and development.By investigating the quality and quantity of high school English teacher talk, questioning, meaning consultation and feedback, it is found that teachers no longer control the classroom, and teachers can stimulate students' interest in learning by using teacher discourse reasonably.Guide students to more language output.However, the research on teacher talk in China is mainly focused on the classroom discourse of university teachers and teachers in senior high schools, while the research on classroom discourse in junior middle schools and primary schools is rare, especially after the promulgation of the new English curriculum standards.There is almost no research on teacher talk in rural junior middle school English classroom.The teaching of English has always been a weak link in basic education in rural areas, although in recent years great progress has been made in the education of rural teachers in terms of academic qualifications and in-service training.However, the current situation of rural English education is still unsatisfactory.This study takes the classroom teaching of four rural junior middle school teachers as an example, adopts the method of classroom observation, student questionnaire and teacher interview.Based on Krashen's theory of comprehensible input hypothesis and the theory of comprehensible output by Swain (1985) and Long's theory of interaction hypothesis (1985), this paper investigates the classroom discourse of middle school English teachers in rural areas.Through the study, the author finds that the teacher talk in rural middle school English classroom has the following characteristics: 1. The amount of teacher talk usually occupies 20-30 minutes of classroom time, students do not have the opportunity to practice the target language.Teachers will use their mother tongue as an aid in coping with communication barriers. Teachers will use more expressive questions than expressive questions in their questions. The teachers' question points do not involve all the students. In the feedback language, the teachers will use more positive feedback words.The following feedback words appeared many times, such as "Good", "ok" "Wonderful". 4. In the interactive adjustment, teachers tend to use understanding verification and confirmation verification.Based on the findings of this study, the author hopes to attract teachers' attention to classroom discourse and provide suggestions for improving classroom discourse, for example, classroom discourse should be used step by step according to students' cognitive level.Adopt a variety of positive feedback forms, in order to enhance students' confidence in learning, etc.It is hoped that it will be helpful to improve the teacher talk in rural junior middle school English classroom.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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