近年來,課堂互動的重要作用引起了廣泛關注。介于語言課堂的動態(tài)特性和復雜性,英語教師需要提高觀察、分析和評估教師話語的能力與知識。因此,英語教師的互動意識是教學實踐知識中不可或缺的一個部分�；赪alsh（2006）提出的“教師話語自我評估”（SETT）框架,本文旨在探究初中英語新手教師話語的互動特征,評估SETT反思實踐循環(huán)對教師專業(yè)發(fā)展的作用及其可操作性。為此目的,六名初中英語新手教師參與此研究。其中四位接受了有關如何使用SETT框架分析教師話語的培訓并開展了三次SETT反思循環(huán)實踐,另兩位照常接受上海市中小學見習教師規(guī)范化培訓,沒有參與SETT反思實踐。研究數據從SETT反思實踐中所收集,包括拍攝和轉錄教學短視頻、分析教師話語的互動特征、與其他新手教師討論話語使用情況及撰寫反思日記。筆者通過扎根理論對定性數據進行對比和編碼,圍繞研究問題由次及主地分組并與研究對象核查。同時,定性數據以不同組別的描述性數據及其占比形式進行量化,所得結果通過摘選教學視頻轉錄文字和反思日記中的片段展開詳細分析。研究結果表明:（1）關于模式的分布情況,學習材料模式在課堂中占主導地位,包括展示性問題和教師重復... 

【文章來源】：上海師范大學上海市

【文章頁數】：114 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Teacher Talk
        2.1.1 The Definition of Teacher Talk
        2.1.2 The Features of Teacher Talk
        2.1.3 Teacher Talk and Learning Opportunities
    2.2 Novice English Teacher Professional Development
        2.2.1 The Definition of Novice Teacher
        2.2.2 A Gap between Theoretical Research and Professional Practice
        2.2.3 Teacher Talk and Teacher Development
    2.3 Classroom Interaction
        2.3.1 The Nature of Classroom Interaction
        2.3.2 Classroom Interactional Competence (CIC)
        2.3.3 The Features of CIC
        2.3.4 CIC and Teacher Development
    2.4 SETT Framework and Critical Reflective Practice
        2.4.1 Modes
        2.4.2 Interactional Features
        2.4.3 The Use of the SETT Framework
        2.4.4 Critical Reflective Practice Cycle through the SETT Framework
    2.5 Relevant Studies of Teacher Talk and Classroom Interaction
        2.5.1 Relevant Studies Abroad
        2.5.2 Relevant Studies at Home
Chapter 3 Research Methodology
    3.1 Research Contents
    3.2 Research Questions
    3.3 Research Participants
    3.4 Research Methods and Instruments
        3.4.1 Video Recording and Transcription
        3.4.2 SETT Framework and Key
        3.4.3 Stimulated Recall Procedure
        3.4.4 Reflective Diaries
        3.4.5 Semi-structured Interviews
        3.4.6 Data Collection Procedures
    3.5 Data Analysis Procedures
Chapter 4 Results and Discussion
    4.1 Summary of Novice Teachers' Lesson Observations
    4.2 Analysis of Modes and Interactional Features
        4.2.1 Distribution of Four Modes
        4.2.2 Identification of Modes
        4.2.3 Identification of Interactional Features
        4.2.4 Constructive or Obstructive Features of Teacher Talk
    4.3 The Novice Teacher's Perceptions of the SETT RP Cycle
        4.3.1 Perceptions of the SETT Framework
        4.3.2 Perceptions of the Reflective Practice
        4.3.3 Challenges Confronted
    4.4 The Effects of SETT RP Cycle on the Novice Teachers' ProfessionalDevelopment
        4.4.1 The Increased Awareness in Teaching
        4.4.2 The Evidence of the Professional Development
Chapter 5 Conclusion
    5.1 Major Findings
        5.1.1 The Distribution of Modes and Interactional Features
        5.1.2 The Relationship Between Teacher talk and Learning Potential
        5.1.3 Teacher Professional Development Through the SETT RP Cycle
    5.2 Implications for Teaching and Teacher Education
    5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix A Instructions for Using the SETT Framework
Appendix B Transcription Analysis
Appendix C Participants Training Handbook
Acknowledgements


【參考文獻】：
期刊論文
[1]動態(tài)語境中的英語課堂互動話語模式[J]. 李秀.  教學與管理. 2017(27)
[2]《課堂話語和教師發(fā)展》述評[J]. 劉文靜.  英語教師. 2017(04)
[3]從中學英語教師話語處理看課堂互動[J]. 海春花,王紅香,張懷斌,張立昌.  教學與管理. 2016(21)
[4]基于SETT框架英語教師課堂話語互動策略探究[J]. 周家文.  外語藝術教育研究. 2016(02)
[5]通過課堂話語分析促進外語教師學習:一項實證案例研究[J]. 張蓮,王艷.  外語與外語教學. 2014(03)
[6]二語課堂互動話語中教師“支架”的構建[J]. 李丹麗.  外語教學與研究. 2012(04)
[7]試論職前英語教師的專業(yè)發(fā)展——同伴錄像在免費師范生教育實習中的有效應用[J]. 鄧曉芳,劉芝花.  西南師范大學學報(自然科學版). 2011(05)
[8]“課堂互動”研究:意蘊與課題[J]. 鐘啟泉.  教育研究. 2010(10)
[9]優(yōu)秀英語教師課堂話語特征分析[J]. 胡青球.  山東外語教學. 2007(01)
[10]課堂話語微觀分析:理論,方法與實踐[J]. 黃小蘋.  外語研究. 2006(05)



本文編號：3342794