自上世紀(jì)七十年代起,眾多學(xué)者已經(jīng)在會(huì)話修補(bǔ)領(lǐng)域進(jìn)行了很多研究并取得了豐碩的成果。作為一種人際交往中常見的現(xiàn)象,會(huì)話修補(bǔ)指的是消除會(huì)話中雙方在聽、說(shuō)和理解方面出現(xiàn)或可能出現(xiàn)的錯(cuò)誤和障礙的行為。會(huì)話修補(bǔ)有利于互動(dòng)會(huì)話的進(jìn)行和發(fā)展。因此,在課堂情境下,教師常常通過(guò)會(huì)話修補(bǔ)來(lái)幫助學(xué)生輸入和輸出準(zhǔn)確合適的目的語(yǔ)。然而,盡管目前國(guó)內(nèi)外有許多學(xué)者從不同領(lǐng)域?qū)?huì)話修補(bǔ)進(jìn)行了大量的研究,在國(guó)內(nèi)關(guān)于英語(yǔ)課堂上的會(huì)話修補(bǔ)研究仍處在發(fā)展之中,而且其中大部分研究著眼于學(xué)生啟動(dòng)的修補(bǔ)現(xiàn)象,只有少部分聚焦于教師啟動(dòng)的修補(bǔ)現(xiàn)象。因此,本研究將采用會(huì)話分析和文獻(xiàn)研究等方法,以深入分析英語(yǔ)專業(yè)本科英語(yǔ)課堂教師啟動(dòng)的會(huì)話修補(bǔ)的分類、策略和功能為研究目的,不僅能豐富教師啟動(dòng)的會(huì)話修補(bǔ)領(lǐng)域的研究,為其他機(jī)構(gòu)性會(huì)話修補(bǔ)研究提供參考,還可使教育研究者和教師更理解課堂情境下的會(huì)話修補(bǔ)以促進(jìn)教學(xué)。本研究基于G大學(xué)的國(guó)家精品課程CECL（交際英語(yǔ)）的視頻轉(zhuǎn)寫出來(lái)的語(yǔ)料,對(duì)英語(yǔ)專業(yè)本科英語(yǔ)課堂教師啟動(dòng)的會(huì)話修補(bǔ)現(xiàn)象進(jìn)行了仔細(xì)的研究。研究結(jié)論如下:1.英語(yǔ)專業(yè)本科英語(yǔ)課堂教師啟動(dòng)的會(huì)話修補(bǔ)可分為兩大類五小類:教師啟動(dòng)教師修補(bǔ),包括教師自我啟... 

【文章來(lái)源】：廣東外語(yǔ)外貿(mào)大學(xué)廣東省

【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
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Purpose of the study
    1.3 Significance of the study
    1.4 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Definitions
        2.1.1 Definition of repair
        2.1.2 Definition of teacher-initiated repair
    2.2 Conversation analysis and institutional conversation analysis
    2.3 Conversational repair
        2.3.1 Research methods of repair
        2.3.2 Repair among different language speakers
        2.3.3 Classification of repair
        2.3.4 Subcategories of repair
        2.3.5 Empirical research of repair
    2.4 Repair in language classroom conversation
    2.5 Theoretical rationale
CHAPTER THREE RESEARCH DESIGN
    3.1 Research questions
    3.2 Setting and participants
    3.3 Data collection
    3.4 Data coding
CHAPTER FOUR DATA ANALYSIS AND DISCUSSION
    4.1 The categories of teacher-initiated conversational repair in EFL classroomsfor undergraduate English majors
        4.1.1 Teacher-initiated teacher-repair
        4.1.2 Teacher-initiated student-repair
    4.2 The strategies of teacher-initiated conversational repair in EFL classrooms forundergraduate English majors
        4.2.1 Completion
        4.2.2 Explanation
        4.2.3 Repetition
        4.2.4 Direct repair
        4.2.5 Reconstruction
        4.2.6 Non-verbal strategy
    4.3 The functions of teacher-initiated conversational repair in EFL classrooms forundergraduate English majors
        4.3.1 Providing accurate target language input to students
        4.3.2 Creating opportunity for students’target language output
        4.3.3 Checking the teaching effect
CHAPTER FIVE CONCLUSIONS,LIMITATIONS AND FUTURE IMPLICATIONS
    5.1 Conclusions
    5.2 Limitations
    5.3 Pedagogical implications
    5.4 Future implications
REFERENCES



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