在英語(yǔ)課堂,教師話語(yǔ)是學(xué)生可理解性輸入的重要來(lái)源,重復(fù)話語(yǔ)作為英語(yǔ)教師課堂話語(yǔ)的一種,同樣在學(xué)生的語(yǔ)言習(xí)得過(guò)程中充當(dāng)著重要角色。在課堂授課過(guò)程中,英語(yǔ)教師不可避免會(huì)使用話語(yǔ)重復(fù)的方式增加學(xué)生的知識(shí)輸入。目前,英語(yǔ)教師話語(yǔ)重復(fù)現(xiàn)象還未得到較多的關(guān)注與研究�；诖�,本文希望通過(guò)研究能夠引起教師對(duì)自身話語(yǔ)重復(fù)現(xiàn)象的重視,也為新手教師在采用話語(yǔ)重復(fù)策略時(shí)的取舍提供借鑒。本文以濟(jì)南XX高級(jí)中學(xué)4位高中英語(yǔ)教師和171名高中生為研究對(duì)象,以課堂錄音方式獲得的教師課堂話語(yǔ)作為研究語(yǔ)料,運(yùn)用課堂觀察、訪談法和問(wèn)卷調(diào)查法,對(duì)以下問(wèn)題進(jìn)行研究:1.高中英語(yǔ)課堂中教師話語(yǔ)重復(fù)的主要模式有哪些?2.高中英語(yǔ)教師話語(yǔ)重復(fù)的不同模式分別有什么教學(xué)目的?3.不同的高中英語(yǔ)教師話語(yǔ)重復(fù)模式的效果如何?本文通過(guò)收集4位高中英語(yǔ)教師的課堂錄音材料,結(jié)合課堂觀察,對(duì)教師的重復(fù)話語(yǔ)的結(jié)構(gòu)進(jìn)行規(guī)律分析,筆者總結(jié)了高中英語(yǔ)課堂中教師話語(yǔ)重復(fù)的六種基本模式:緊隨自我擴(kuò)展性重復(fù)、緊隨涉他擴(kuò)展性重復(fù)、緊隨涉他完全重復(fù)、緊隨自我延伸性重復(fù)、緊隨自我釋義性重復(fù)、緊隨自我完全重復(fù)。又進(jìn)一步結(jié)合訪談和對(duì)話分析,來(lái)探討高中英語(yǔ)教師通過(guò)話語(yǔ)重復(fù)期... 

【文章來(lái)源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：99 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Teacher Talk
        2.1.1 Definition and Classification of Teacher Talk
        2.1.2 Characteristics of Teacher Talk
    2.2 Teacher Talk Repetition
        2.2.1 Definition and Classification of Teacher Talk Repetition
        2.2.2 Functions of Teacher Talk Repetition
    2.3 Studies on English Teacher Talk
        2.3.1 Studies on Teacher Talk Abroad
        2.3.2 Studies on Teacher Talk at Home
    2.4 Studies on Teacher Talk Repetition
        2.4.1 Studies on Teacher Talk Repetition Abroad
        2.4.2 Studies on Teacher Talk Repetition at Home
    2.5 Research Gap
Chapter Three Theoretical Basis
    3.1 Input Hypothesis
    3.2 Interaction Hypothesis
    3.3 Output Hypothesis
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Methods
        4.3.1 Classroom Observation and Recording
        4.3.2 Interview
        4.3.3 Questionnaire Survey
    4.4 Research Procedures
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Teacher Talk Repetition in High School English Classrooms
        5.1.1 The Frequency of Teacher Talk Repetition
        5.1.2 The Main Patterns of Teacher Talk Repetition
        5.1.3 The Distribution of Teacher Talk Repetition
    5.2 The Pedagogical Purposes of Different Repetition Patterns
        5.2.1 The Functions of Self-,Instant,Expanded Repetition
        5.2.2 The Functions of Other-,Instant,Expanded Repetition
        5.2.3 The Functions of Other-,Instant,Exact Repetition
        5.2.4 The Functions of Self-,Instant,Extended Repetition
        5.2.5 The Functions of Self-,Instant,Translated Repetition
        5.2.6 The Functions of Self-,Instant,Exact Repetition
        5.2.7 The Match between Teacher Repetition Patterns and Functions
    5.3 The Effect of Each Pattern of Teacher Talk Repetition
        5.3.1 The Overall Situation of Teacher Talk Repetition
        5.3.2 The Effects of Self-,Instant,Expanded Repetition
        5.3.3 The Effects of Other-,Instant,Expanded Repetition
        5.3.4 The Effects of Other-,Instant,Exact Repetition
        5.3.5 The Effects of Self-,Instant,Extended Repetition
        5.3.6 The Effects of Self-,Instant,Translated Repetition
        5.3.7 The Effects of Self-,Instant,Exact Repetition
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions
References
Appendixes
    Appendix A Teacher Interview
    Appendix B Students Questionnaire
    Appendix C Transcription Notation
    Appendix D Examples of Recording Transcription
Acknowledgements


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期刊論文
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碩士論文
[1]英語(yǔ)專(zhuān)業(yè)《高級(jí)英語(yǔ)》課課堂教師話語(yǔ)輸入特征研究[D]. 張小美.內(nèi)蒙古師范大學(xué) 2013
[2]英語(yǔ)課堂教師話語(yǔ)重復(fù)結(jié)構(gòu)及其功能探析[D]. 包莉.南京師范大學(xué) 2011
[3]重復(fù)的使用[D]. 李莉.上海師范大學(xué) 2009



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