在英語(yǔ)課堂教學(xué)中,教師反饋語(yǔ)不僅是教師組織課堂的工具,也是學(xué)生語(yǔ)言輸入的重要來(lái)源,它對(duì)教學(xué)和學(xué)生的語(yǔ)言習(xí)得起著不可低估的重要作用。有效的教師反饋語(yǔ)可以對(duì)學(xué)生在課堂上的表現(xiàn)作出合理評(píng)價(jià),在增加師生間互動(dòng)的同時(shí)也能調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性,進(jìn)而促進(jìn)學(xué)生語(yǔ)言水平的提高。然而,根據(jù)本研究調(diào)查發(fā)現(xiàn),在我國(guó)初中階段英語(yǔ)教學(xué)過(guò)程中,大部分英語(yǔ)教師將更多的精力放在教學(xué)目標(biāo)的實(shí)現(xiàn)上,而對(duì)課堂中教師反饋語(yǔ)的有效使用及對(duì)學(xué)生的語(yǔ)言學(xué)習(xí)產(chǎn)生何種影響思考不多。因此,提高初中英語(yǔ)教師對(duì)課堂反饋語(yǔ)的認(rèn)識(shí),增加其課堂反饋語(yǔ)的有效性,是一個(gè)亟待解決的問(wèn)題。為進(jìn)一步了解我國(guó)初中英語(yǔ)教師課堂互動(dòng)中反饋語(yǔ)的使用類(lèi)型以及師生對(duì)教師反饋語(yǔ)的態(tài)度,本研究選取了實(shí)習(xí)所在的許昌市經(jīng)濟(jì)技術(shù)開(kāi)發(fā)區(qū)實(shí)驗(yàn)中學(xué)的四位經(jīng)驗(yàn)豐富的教師和所教的249名學(xué)生作為調(diào)查對(duì)象,試圖解決以下三個(gè)問(wèn)題:（1）單一型反饋語(yǔ)和混合型反饋語(yǔ)在初中英語(yǔ)課堂教學(xué)中使用情況如何?（2）單一型反饋語(yǔ)和混合型反饋語(yǔ)對(duì)課堂互動(dòng)有何影響?（3）師生對(duì)教師反饋語(yǔ)的態(tài)度如何?為探討上述問(wèn)題,本研究以IRF話(huà)語(yǔ)分析理論、輸入假設(shè)理論、輸出假設(shè)理論和互動(dòng)理論為理論指導(dǎo),通過(guò)課堂觀(guān)察和錄... 

【文章來(lái)源】：信陽(yáng)師范學(xué)院河南省

【文章頁(yè)數(shù)】：95 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Research
Chapter Two Literature Review
    2.1 Domestic and Foreign Research on Teacher Feedback
        2.1.1 Foreign Research on Teacher Feedback
        2.1.2 Domestic Research on Teacher Feedback
    2.2 Domestic and Foreign Research on Classroom Interaction
        2.2.1 Foreign Research on Classroom Interaction
        2.2.2 Domestic Research on Classroom Interaction
    2.3 Domestic and Foreign Research on the Influences of Teacher Feedback onClassroom Interaction
        2.3.1 Foreign Research on the Influences of Teacher Feedback on ClassroomInteraction
        2.3.2 Domestic Research on the Influences of Teacher Feedback on ClassroomInteraction
Chapter Three Theoretical Framework
    3.1 IRF(Initiation-Response-Feedback)Discourse Analysis Theory
    3.2 Input Hypothesis Theory
    3.3 Interaction Theory
    3.4 Output Hypothesis Theory
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Methods
        4.3.1 Classroom Observation
        4.3.2 Questionnaire Survey
        4.3.3 Interview Method
    4.4 Research Procedures
Chapter Five Data Collection and Results Discussion
    5.1 Data Collection and Results Discussion of Classroom Observation
        5.1.1 Types of Teacher Feedback in Junior High School English ClassroomTeaching
            5.1.1.1 Single Feedback
            5.1.1.2 Mixed Feedback
        5.1.2 Influences of Teacher Feedback on Classroom Interaction
            5.1.2.1 Influences of Single Feedback on Classroom Interaction
            5.1.2.2 Influences of Mixed Feedback on Classroom Interaction
    5.2 Data Collection and Results Discussion of Questionnaire
    5.3 Data Collection and Results Discussion of Interview
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitations and Suggestions for Further Research
Bibliography
Appendix
Acknowledgements



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