《普通高中英語課程標(biāo)準(zhǔn)(2017年版)》倡導(dǎo)英語教師在日常教學(xué)中發(fā)展學(xué)生的英語學(xué)科核心素養(yǎng),積極實(shí)踐英語學(xué)習(xí)活動(dòng)觀,提高學(xué)生的學(xué)用能力。隨著新課改的推進(jìn)和深入,學(xué)生的英語綜合運(yùn)用能力越來越受到重視,這也意味著對(duì)教師的課堂話語提出了更高的要求。教師反饋語作為教師話語的重要組成部分,是影響學(xué)生英語學(xué)習(xí)效率的重要因素,同時(shí)也是師生溝通互動(dòng)的橋梁。在英語教學(xué)中,恰當(dāng)?shù)慕處煼答佌Z不僅可以為學(xué)生提供大量的可理解性語言輸入,還可以通過課堂互動(dòng)促進(jìn)學(xué)生的語言輸出。然而,我國對(duì)教師反饋語的研究大多集中在大學(xué)階段,而對(duì)中學(xué)階段教師反饋語的研究還不夠充分。因此,筆者認(rèn)為對(duì)高中英語課堂互動(dòng)中教師反饋語進(jìn)行深入詳細(xì)的調(diào)查研究具有一定的理論和現(xiàn)實(shí)意義。本文以高中英語課堂教師反饋語為研究對(duì)象,并在IRF模式下,利用Krashen的可理解性輸入假說和情感過濾假說,Swain的可理解性輸出假說和Michael Long的互動(dòng)理論,采用課堂觀察,實(shí)錄轉(zhuǎn)寫,問卷調(diào)查以及訪談的研究方法,對(duì)遂寧市某高中高二年級(jí)四個(gè)班的205名學(xué)生進(jìn)行了調(diào)查和研究,以期解決如下問題:1.高中英語課堂中教師反饋語的類型,數(shù)量,比例是多少?2.高中...

【文章頁數(shù)】：80 頁

【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 Layout of the Thesis
Chapter Two Literature Review
    2.1 Teacher’s Feedback
        2.1.1 Definitions of Teacher’s Feedback
        2.1.2 Classifications of Teacher’s Feedback
        2.1.3 Functions of Teacher’s Feedback
    2.2 Students’Classroom Participation
    2.3 Theoretical Basis
        2.3.1 The Initiation-Response-Feedback Interactive Model ofSinclair and Coulthard
        2.3.2 The Input and Output Hypothesis
        2.3.4 The Interaction Theory of Michael Long
    2.4 Researches on the Influences of Teacher’s Feedback on Students’Participation in Senior High School English Class at Home and Abroad
        2.4.1 Researches on the Influences of Teacher’s Feedback onStudents’Participation in Senior High School English ClassAbroad
        2.4.2 Researches on the Influences of Teacher’s Feedback onStudents’Participation in Senior High School English Class atHome
Chapter Three Research Method
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Classroom Observation
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research Procedure
    3.5 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 The Usage of Teacher’s Feedback in the English ClassroomTeaching of Senior High School
        4.1.1 The Frequency of Single and Mixed Teacher’s Feedback inEnglish Classes
        4.1.2 Types and frequency of teacher’s feedback in English classes
    4.2 The Influences of Teacher’s Feedback on Students’ClassroomParticipation
    4.3 The Attitudes and Preferences of Teachers and Students towardsTeacher’s Feedback
        4.3.1 Teachers’Attitudes and Preferences for Teacher’s Feedback
        4.3.2 Students’Attitudes and Preferences for Teacher’s Feedback
    4.4 Analysis of Teachers’and Students’Interview
        4.4.1 Analysis of Teachers’Interview
        4.4.2 Analysis of Students’Interview
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Present Study and Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Acknowledgements



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